<![CDATA[This study examined whether implementation of the Discovery Learning instructional model was associated with improved economics learning outcomes on entrepreneurial characteristics among tenth-grade social science students at Madrasah Aliyah Nahdlatul Ulama Batangtoru. A pre-experimental one-group pretest-posttest design was employed with a sample of 35 students (total population). The intervention consisted of four 90-minute sessions over two weeks, applying the six-stage Discovery Learning framework (stimulation, problem statement, data collection, data processing, verification, and generalization). Data were collected through observations, a validated 25-item multiple-choice test, and documentation. Because pretest and posttest scores were not normally distributed (Shapiro-Wilk p = 0.039 and p < 0.001, respectively), the Wilcoxon signed-rank test was applied. Results showed Z = -5.175 and Asymp. Sig. (2-tailed) = 0.001. Since p < 0.05, the null hypothesis was rejected. Posttest scores (M = 93.71, SD = 5.47) were significantly higher than pretest scores (M = 49.43, SD = 13.44), with 33 of 35 students (94.3%) meeting the Minimum Completion Criteria compared to only 15 students (42.86%) at pretest. While these findings suggest that Discovery Learning was associated with improved learning outcomes, causal attribution remains limited by the absence of a control group and other threats to internal validity inherent in the one-group pre-experimental design.]]>
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