<![CDATA[This study was motivated by the low levels of student learning motivation and achievement in the learning process in fourth grade. The purpose of this study was to determine the effect of implementing the Discovery Learning model on the learning motivation and achievement of fourth-grade students at UPTD SD Inpres Liliba. This was a quantitative study using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of 60 students, namely 30 students in the experimental class and 30 students in the control class. Data collection techniques included a learning motivation observation sheet, as well as pretests and posttests of student learning outcomes. The data were analyzed using normality tests, homogeneity tests, independent sample t-tests, and MANOVA tests.The results of the study indicate that the implementation of the Discovery Learning model has a significant effect on students’ learning motivation and academic achievement. Based on the results of the Independent Samples T-Test for learning motivation (Sig. 2-tailed = 0.000 < 0.05), H₀₁ is rejected and Hₐ₁ is accepted. The Mean Difference value of 8.467 indicates that student learning motivation in the experimental class is higher than in the control class. Regarding student learning outcomes, the Levene’s test yielded a significance value of 0.984 > 0.05, so the data is deemed homogeneous. The t-test results showed a significance value (Sig. 2-tailed) of 0.000 < 0.05, so H₀₂ was rejected and Hₐ₂ was accepted. The Mean Difference value of 24.800 indicates that student learning outcomes in the experimental class were higher than those in the control class. Furthermore, the results of the MANOVA test in the Multivariate Tests table show a Wilks’ Lambda value of 0.069 with an F value of 384.820 and a significance level of 0.000 < 0.05; thus, H₀₃ is rejected and Hₐ₃ is accepted. Consequently, it can be concluded that the Discovery Learning model has a significant and simultaneous effect]]>
