ABSTRACT
In regional economics courses, students' interest in learning is low, indicated by the completion of tasks given by lecturers to students, which takes a long time and the results are not optimal. In addition, student learning outcomes related to regional economic subject matter are also low. The method used in this research is a descriptive qualitative approach with classroom action research, which is carried out in two cycles, each cycle is carried out three times. The implementation of this model is carried out in four stages, namely planning, action, observation, and reflection. The results showed that the application of the discovery learning model in two cycles could increase students' interest in learning effectively and could also improve student learning outcomes. This study recommends the need to combine discovery learning models with project-based learning in finding leading economic sectors in regional economics courses.
