<![CDATA[The quality of human resources in the 21st century requires education to create human resources who are able to develop skills, especially the ability to think. Thinking skills are needed so that students can analyze problems, and be able to solve problems in everyday life. The thinking ability of students can develop if they have good conceptual understanding, but learning activities at school still do not maximize students' thinking abilities so that the level of students conceptual understanding is still relatively low. This study aims to analyze the effect of guided discovery and pure discovery models on students' conceptual understanding in the excretory system material in terms of self-regulated learning. This study used a quasi-experimental method with a 2X2 factorial design pretest posttest control group design. The research sample consisted of 64 students, and the instruments used in this study consisted of multiple-choice tests to measure conceptual understanding and non-tests in the form of self-regulated learning questionnaires to measure students' level of self-regulation. Data analysis used Two Way Anova with a significance value of 0.000 <0.05 so that H0 was rejected. The conclusion from this study is that there is an influence of guided discovery and independent discovery models on the mastery of the concept of the human excretory system in terms of self-regulated learning in students.]]>
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