Exploring Guided Discovery Learning: Its Impact on Critical Thinking Skills and Self-Efficacy of Elementary School Students

The purpose of this study was to determine whether the Guided Discovery Learning (GDL) learning model affects critical thinking skills and self-efficacy. This research uses a quantitative method of pseudo-experiment type, involving students of SDN Ngaban grade 4, the material of Energy Form Change. To see the effect of the GDL model, it will be proven through pretest-posttest and questionnaire data collection. Data analysis using descriptive statistics, normality test, homogeneity, and independent sample t-test showed significant positive results significant. The mean value of the critical thinking test increased from 61.67 to 74.67, with sig(2-tailed) values of 0.002 and 0.000 (<α 0.05). These results suggest that the GDL model significantly affects students' critical thinking skills and self-efficacy, especially in science learning.