The Effect of the Discovery Learning Model on Students' Cognitive Learning Outcomes in Acid-Base Material

Abstract

This study aims to examine the effect of the Discovery Learning model on students' cognitive learning outcomes in the acid-base material for XI science class  at SMA YPK Oikoumene Manokwari. The background of this research is based on the low learning outcomes in chemistry, which are attributed to the dominance of conventional teaching methods and the lack of active student participation during the learning process. The method used was a quasi-experimental design with a Control Group Pretest-Posttest model. The sample consisted of two classes: the experimental class, which applied the Discovery Learning model, and the control class, which used conventional methods, each comprising 20 students. Data were collected using pretest and posttest instruments. Data analysis employed descriptive statistics, paired sample t-tests, N-Gain analysis, and percentage effect size, using SPSS 27 software. The results showed that the average pretest score of the experimental class was 49.00, which increased to 74.50 in the posttest. Meanwhile, the control class increased from 53.00 to 59.00. The N-Gain score for the experimental class fell into the moderate category, and the percentage effect was 50%. The t-test results showed a significant difference before and after the treatment, with a significance value (Sig. 2-tailed) of 0.001 < 0.05. In conclusion, the Discovery Learning model has a significant positive effect on improving students' cognitive learning outcomes in the acid-base topic. This model enhances students’ engagement, understanding, and independent learning during the learning process