<![CDATA[Qur’an and Hadith instruction in madrasahs requires learning approaches that encourage students to actively interpret and understand religious texts. However, lecture-based practices may result in passive learning and low achievement. This study aimed to examine the implementation of the Discovery Learning model in Qur’an and Hadith instruction among ninth-grade students at MTs Negeri 2 Wonosobo, analyze its learning syntax, and determine its effectiveness. This study employed a qualitative approach with a descriptive design. Data were collected through direct observation, in-depth interviews with subject teachers and students, and document analysis of instructional materials and evaluation results. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that Discovery Learning was systematically implemented through six stages: stimulation, problem identification, data collection, data processing, verification, and generalization. The learning syntax was adapted to the characteristics of Qur’an and Hadith materials and students’ learning needs. The stimulation stage fostered students’ curiosity, while the analysis of Qur’anic verses and Hadith enhanced critical thinking skills. The verification and generalization stages also encouraged students to independently draw conclusions about Islamic values and teachings. Overall, Discovery Learning created a more meaningful and participatory learning process and supported the constructivist approach by enabling students to actively construct understanding through systematic discovery activities.]]>
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