<![CDATA[This study aimed to improve students learning activeness and This study aimed to improve students learning activeness and economics learning outcomes through the implementation of the Discovery Learning model supported by student worksheets in economics learning. This study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted in two cycles. The subjects of this study were 35 students of Grade XI-Social 5 at SMAN 1 Papar. Data were collected through observation, learning outcome tests, and documentation. Learning activeness was assessed based on students’ attention, participation, and involvement during the learning process, while learning outcomes were evaluated using the Learning Objective Achievement Criteria of 78. The success criteria were set at a minimum of 75% classical mastery for learning outcomes and at least 75% of students achieving the active or very active categories for learning activeness. The results showed an improvement in learning outcomes, with classical mastery increasing from 46% in the pre-cycle to 69% in Cycle I and 83% in Cycle II. Students learning activeness also increased from 63% in Cycle I to 86% in Cycle II. The findings indicate that structured learning activities through the implementation of the Discovery Learning model supported by student worksheets were effective in improving students learning activeness and learning outcomes in economics.]]>
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