Implementation of the Discovery Learning Method and the Realistic Mathematics Education Approach to Improve Student Learning Outcomes

Abstract

Mathematics education at the junior high school level often faces challenges regarding student engagement and conceptual mastery, particularly in complex topics like geometry. Traditional instructional methods frequently fail to bridge the gap between abstract mathematical theories and real-world applications, leading to low student motivation and limited critical thinking skills. This study investigates the impact of integrating the Discovery Learning method, supported by audiovisual media, with the Realistic Mathematics Education (RME) approach on the learning outcomes of Grade VII students in plane geometry. A quantitative research design was employed, involving 24 students in Tangerang. Data were collected via validated Likert-scale questionnaires to measure Discovery Learning (X1) and RME (X2), while learning achievement (Y) was assessed through a standardized post-test. Data analysis included normality and linearity tests followed by multiple linear regression using SPSS 23.The findings indicate that both Discovery Learning and RME have a significant linear relationship with student achievement. The regression model yielded an R-square value of 0.674, suggesting that 67.4% of the variance in mathematics achievement is explained by the combined application of these two approaches. These results demonstrate that synergistic, context-rich, and inquiry-based instruction significantly enhances conceptual understanding. Educators are encouraged to adopt integrated multimedia-supported discovery models to foster higher-order thinking and better academic performance in secondary mathematics.