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Problems in this research is students’ difficulty within solving conceptual understanding problems. It is caused by teachers are still using many conventional methods and Discovery Learning model used by teachers is not in accordance with the expected procedure. This research is quasi-experimental in form of non-equivalent control group design. Population in this research is all student of 10 grade of vocational high School Sinar Husni. Randomly, TKJ 3 X class selected as Experiment class treated by Discovery Learning model and TKJ 1 X class as Control Class is treated by conventional approach. The used instruments consisted of early math skills tests, conceptual understanding skills tests and self-efficacy questionnaires. The instrument is stated to have fulfilled the validity and reliability. Data analysis was performed using Mann Whitney U test, Two Path ANOVA and One Path ANAVA. The results showed that the improvement of conceptual understanding ability and students’ Self Efficacy who were given Discovery Learning Model was significantly better compared to the students who were given the conventional approach. In addition, there is a difference in the improvement of ability to understand the concept between high, medium, and low for students who are given Discovery Learning Model, where as there is no difference in students’ Self Efficacy improvement.

The Influence of Discovery Learning Model on Conceptual Understanding and Self-Efficacy of Students at Vocational High School