<![CDATA[Many students struggle to develop mathematical critical-thinking and collaboration skills, both of which are essential for learning mathematics. This study aimed to compare these outcomes between students taught using the Student Facilitator and Explaining (SFE) model and those taught using the Discovery Learning model. A quantitative quasi-experimental design was employed with two intact Grade X classes at SMAN 1 Kubung, drawn from a population of 348 students. The experimental class (n = 31) received SFE instruction, while the control class (n = 30) received Discovery Learning instruction. Data were collected using a mathematical critical-thinking test and a collaboration questionnaire, and post-intervention scores were compared between the two classes. The SFE class scored significantly higher in mathematical critical thinking, with a mean difference of 6.83 points (95% CI [0.45, 13.22], one-tailed p = .018). The SFE class also scored significantly higher in collaboration, with a mean difference of 5.05 points (95% CI [0.72, 9.38], one-tailed p = .012). These results suggest that the SFE model, which positions students as explainers of mathematical ideas to their peers, may support critical thinking and collaboration more effectively than Discovery Learning. However, because each instructional condition was assigned to only one intact class, the findings reflect differences between the two classes rather than definitive, generalizable evidence of a treatment effect. Further research involving more classes is recommended.]]>
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