The Effect of Discovery Learning Model on Students’ Explanatory Text Writing Skills

Abstract

An investigation was conducted to assess how the discovery learning model impacts the writing abilities of seventh-grade learners, specifically in their creation of explanatory texts. The research methodology incorporated a quasi-experimental design, utilizing nonequivalent control groups that divided participants into two distinct classroom settings. The research sample encompassed 256 seventh-grade pupils, where Class VII-1 functioned as the treatment group and Class VII-2 operated as the comparison group. Upon evaluating posttest outcomes, researchers identified substantial performance variations between groups, with treatment participants scoring 76.34, while comparison participants averaged 70.15. Statistical analysis through normality assessments demonstrated regular data distribution patterns, and homogeneity evaluations confirmed equivalent variances across groups. Statistical computations produced a t-test value of 2.02 (α = 0.05), exceeding the established critical threshold of 1.9989. These findings led to rejecting the null hypothesis (H0), establishing that learners educated via the discovery learning model demonstrated significantly enhanced writing abilities compared to peers receiving traditional instructional approaches.