<![CDATA[The purpose of this study was to determine the influence of discovery learning model towards studentss senior high school critical thinking skill. The design of research was the pretest-posttest non equivalent group. The samples were students of XI MIA3 and XI MIA4 that were chosen by purposive sampling technique. Quantitative data were critical thinking skill results that were obtained from pretest, posttest, and N-gain which were analyzed using t test and U test at the level of 5%. Qualitative data were obtained from the activity and studentss perception that analyzed descriptively. The results showed that the average of N-gain using discovery learning was 44,76 which was higher than discussion method class that was 27,61. The average percentage of studentss activity by using discovery learning was 75,00% which was higher than discussion method class that was 59,49%. Thus the discovery learning model influence the improvement of students critical thinking skill.Tujuan penelitian ini untuk mengetahui pengaruh model Discovery Learning terhadap keterampilan berpikir kritis siswa SMA. Desain penelitian menggunakan desain pretest-posttest tak ekuivalen. Sampel penelitian adalah siswa kelas XI MIA3 dan XI MIA4, dipilih secara purposive sampling. Data kuantitatif berupa rata-rata nilai pretest, posttest dan gain keterampilan berpikir kritis siswa yang dianalisis menggunakan uji t dan uji U. Data kualitatif berupa hasil aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan keterampilan berpikir kritis siswa kelas yang menggunakan Discovery Learning lebih tinggi 44,76 dibandingkan kelas yang menggunkan metode diskusi 27,61. Pada kelas yang menggunakan Discovery Learning rata-rata keseluruhan dari aktivitas belajar lebih tinggi 75,00% dibandingkan kelas yang menggunakan metode diskusi 59,49%. Dengan demikian model Discovery Learning berpengaruh dalam meningkatkan keterampilan berpikir kritis siswa.Kata kunci : aktivitas belajar, berpikir kritis, discovery learning]]>
