<![CDATA[This research aim was to determine the effect of Discovery learning on metacognition skills and student learning outcomes. The design used was a nonequivalent pretest-posttest control group design.The research samples were 64 students of VIIB and VIIDthat were selected through cluster random sampling technique. Metacognition skills were data obtained from questionnaires andlearning outcomes (cognitive aspects) using pretest and posttest. Questionnaires of Independent Sample t-Test at 5%confidence level. The results showed thatmetacognition skills both in the planning, monitoring and evaluation stages of the experiment class were different significantly from the control class. The average N-gain in experiment class was 0,59 while in control class was 0,52. So it can be concluded that Discovery learninghas an effect on increasing metacognition skills but did not significantly effect on learning outcomes of students.Penelitian ini bertujuan untuk menentukanpengaruh modelDiscovery learning terhadap keterampilan metakognisi dan hasil belajar siswa. Penelitian ini menggunakan nonequivalent pretest-posttest control group design. Sampel penelitian adalah peserta didik kelas VIIB dan VIIDyang berjumlah 64 dan dipilih dengan teknik cluster random sampling. Data keterampilan metakognisi diperoleh dari angket dan data hasil belajar (aspek kognitif) diperoleh dari pretest dan posttest. Angket dianalisis secara deskriptif sedangkan hasil belajar dianalisis dengan uji Independent Sample t-Test pada taraf kepercayaan 5%. Hasil penelitian menunjukkan bahwa keterampilan metakognisi baik tahap perencanaan, pemantauan maupun evaluasi pada kelas eksperimen (N-gain=0,59) lebih tinggi dibandingkan kelas kontrol (N-gain=0,52).Jadi dapat disimpulkan bahwa Discovery learning berpengaruh terhadap peningkatan keterampilan metakognisi tetapi tidak signifikan terhadap hasil belajar siswa. Kata kunci: discovery learning, hasil belajar, keterampilan metakognisi ]]>
