<![CDATA[The purpose of this study was to examine the effect of the Discovery Learning model on mathematics learning at all levels, using 27 articles. This study uses a quantitative meta-analysis approach, collecting as many articles as possible to determine which are suitable for use. The data collection technique involved searching for references to articles or electronic journals using Google Scholar and PoP (Publish or Perish). The search for this article was also conducted with certain criteria, such as the journal's period of no more than ten years, or in other words, it had to be published within the last ten years. Afterward, this research was also coded and analyzed statistically. The results of the research prove the link between Discovery Learning and the process of learning mathematics. This is evidenced by the results of the analysis under hypothesis 1 (H0), namely, "Does the average effect size present the intervention of each learning model in high school all significantly different and discover zero?" Based on the results described earlier, H0 is rejected. Then, it is obtained that there is an average effect size representing the intervention of each Discovery Learning model across all levels of education, with p-value = 0.561 > 0.05. According to the results of this calculation, H1 is accepted, indicating no difference in the magnitude of the influence of the discovery learning model on mathematics learning. In addition to education level, the impact of categories based on publication sources and the number of meetings in this study was not particularly influential: for publication sources, p-value = 0.214 > 0.05, and for the number of meetings, p-value = 1.000 > 0.05. In other words, these two categories do not have a major influence on learning mathematics. Whereas in this study, categories based on the year of research show major differences that affect the discovery learning model in learning mathematics, as p-value = 0.000 <0.05. This is why this research took various years to publish in previous articles.]]>
