<![CDATA[Short story writing is an essential competency in Indonesian language learning, yet students often encounter difficulties in developing themes, characterization, language style, and moral messages. This study aimed to describe students' short story writing ability after participating in instruction using the Discovery Learning model and to examine the implementation of the model in teaching short story writing to eleventh-grade students at SMA Negeri 2 Langowan. A descriptive analytical method was employed involving 20 eleventh-grade students in the 2025/2026 academic year. Data were collected through classroom observations, interviews, and a short story writing test. Students' work was assessed using four indicators: theme, characterization, language style, and moral message, and the data were analyzed descriptively using percentage analysis. The findings indicate that the implementation of the Discovery Learning model promoted active student engagement and resulted in generally good short story writing performance. Of the participants, 40% were classified as very capable, 50% as capable, and 10% as fairly capable. Theme, characterization, and language style achieved higher performance than the moral message aspect, which remained the weakest indicator. These findings suggest that the Discovery Learning model has the potential to enhance students' short story writing skills through student-centered and inquiry-oriented learning activities. ABSTRAK Kemampuan menulis cerpen merupakan salah satu kompetensi penting dalam pembelajaran Bahasa Indonesia yang masih menghadapi berbagai kendala, terutama pada aspek pengembangan tema, penokohan, gaya bahasa, dan amanat. Penelitian ini bertujuan mendeskripsikan kemampuan menulis cerpen siswa setelah mengikuti pembelajaran menggunakan model Discovery Learning serta mendeskripsikan implementasi model tersebut dalam pembelajaran menulis cerpen di kelas XI SMA Negeri 2 Langowan. Penelitian menggunakan metode deskriptif analitik dengan subjek 20 siswa kelas XI tahun ajaran 2025/2026. Data dikumpulkan melalui observasi, wawancara, dan tes menulis cerpen, kemudian dianalisis secara deskriptif menggunakan persentase berdasarkan empat indikator penilaian, yaitu tema, penokohan, gaya bahasa, dan amanat. Hasil penelitian menunjukkan bahwa penerapan model Discovery Learning mampu memfasilitasi keterlibatan aktif siswa selama proses pembelajaran dan menghasilkan kemampuan menulis cerpen yang tergolong baik. Sebanyak 40% siswa berada pada kategori sangat mampu, 50% pada kategori mampu, dan 10% pada kategori cukup mampu. Aspek tema, penokohan, dan gaya bahasa memperoleh capaian yang lebih tinggi dibandingkan aspek amanat yang masih menjadi indikator dengan nilai terendah. Temuan ini menunjukkan bahwa model Discovery Learning berpotensi mendukung pengembangan keterampilan menulis cerpen melalui pembelajaran yang berpusat pada aktivitas dan penemuan siswa.]]>
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