Discovery Learning and Problem-Based Learning (PBL) Models for Learning Motivation and Critical Thinking Skills of Grade VII Students at SMPN 8 Lebong

Abstract

This study aimed to examine the differences in the effects of Discovery Learning, Problem Based Learning (PBL), and conventional learning models on students’ learning motivation and critical thinking skills in seventh-grade mathematics classes at SMP Negeri 8 Lebong. This study employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population consisted of all seventh-grade students of SMP Negeri 8 Lebong in the 2025/2026 academic year, totaling 153 students. The sample comprised 95 students selected through cluster random sampling, consisting of an experimental class taught using the Discovery Learning model, an experimental class taught using the Problem Based Learning model, and a control class taught using conventional learning. Data were collected through a learning motivation questionnaire and a critical thinking skills test and were analyzed using One-Way ANOVA. The results revealed significant differences in students’ learning motivation and critical thinking skills among those taught using Discovery Learning, Problem Based Learning, and conventional learning models. Both Discovery Learning and Problem Based Learning were found to be more effective than conventional learning in improving students’ learning motivation and critical thinking skills. Therefore, these learning models can serve as effective alternatives for enhancing the quality of mathematics instruction at the junior high school level.