The purpose of this study to determine the students' decision making capabilities through the application of direct instructional model, teacher activity and student activity. This study uses the design of classroom action research (CAR) conducted in two cycles. Each cycle consists of four stages: planning, implementation, observation and reflection. Data collection techniques used were observation and tests. Collected data were analyzed by using descriptive qualitative and quantitative analysis. The results show with applying the classical model of direct instruction increased student decision-making skills, in the first cycle of 61.54% and 80.77% for the second cycle. In addition, the results of the study also showed an increase in activity of the teacher, in the first cycle by 85% and the second cycle was 88.75%. While the increase that occurred in student activities, the first cycle of 78.75%, and the second cycle was 93.75%. It can be concluded that the decision-making skills can be taught to apply the direct instructional model.