<![CDATA[Kemampuan berpikir analitis merupakan keterampilan penting dalam pembelajaran matematika, namun masih tergolong rendah karena siswa cenderung menghafal prosedur tanpa memahami konsep secara mendalam. Selain itu, faktor internal seperti psychological resilience turut memengaruhi kemampuan siswa dalam menghadapi kesulitan belajar. Penelitian ini bertujuan untuk menganalisis pengaruh model Discovery Learning terhadap kemampuan berpikir analitis siswa, menganalisis pengaruh psychological resilience, serta mengkaji interaksi antara model pembelajaran dan psychological resilience. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis eksperimen dan desain faktorial 2×3. Sampel terdiri dari dua kelas, yaitu kelas eksperimen dengan Discovery Learning dan kelas kontrol dengan pembelajaran konvensional. Data dikumpulkan melalui tes kemampuan berpikir analitis dan angket psychological resilience. Hasil penelitian menunjukkan bahwa Discovery Learning lebih efektif dalam meningkatkan kemampuan berpikir analitis dibandingkan pembelajaran konvensional. Selain itu, psychological resilience berpengaruh terhadap kemampuan berpikir analitis siswa, dan terdapat interaksi antara model pembelajaran dan psychological resilience. Dengan demikian, penerapan Discovery Learning yang memperhatikan kondisi psikologis siswa dapat meningkatkan kemampuan berpikir analitis secara optimal. Analytical thinking skills are essential in mathematics education, yet they remain relatively underdeveloped because students tend to memorize procedures without deeply understanding the underlying concepts. Additionally, internal factors such as psychological resilience influence students’ ability to cope with learning difficulties. This study aims to analyze the effect of the Discovery Learning model on students’ analytical thinking skills, examine the influence of psychological resilience, and investigate the interaction between the learning model and psychological resilience. This study employs a quantitative approach using an experimental design with a 2×3 factorial design. The sample consists of two classes: an experimental class using the Discovery Learning model and a control class using conventional instruction. Data were collected through an analytical thinking skills test and a psychological resilience questionnaire. The results indicate that Discovery Learning is more effective in enhancing analytical thinking skills compared to conventional learning. Furthermore, psychological resilience influences students’ analytical thinking skills, and there is an interaction between the learning model and psychological resilience. Thus, the implementation of Discovery Learning that takes students’ psychological conditions into account can optimally enhance analytical thinking skills.]]>
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