Analysis of the Influence of the Talking Stick Method in the Discovery Learning Model on Students' Conceptual and Cognitive Understanding of Redox Reactions Material

Ramdani Ramdani; Islawati Islawati; Sakinah Zubair

doi:10.55927/eajmr.v4i3.61

Authors

Ramdani Ramdani Department of Chemistry, Makassar State University
Islawati Islawati Department of Chemistry, Makassar State University
Sakinah Zubair Department of Chemistry, Makassar State University

DOI:

https://doi.org/10.55927/eajmr.v4i3.61

Keywords:

Talking Stick, Discovery Learning, Conceptual Understanding, Cognitive Understanding, Redox Reactions

Abstract

This study examines the effect of the Talking Stick method in the Discovery Learning model on students' conceptual and cognitive understanding of redox reactions. The purpose of this study was to determine whether this interactive discussion-based learning strategy can significantly improve studens' understanding compared to conventional learning methods. This study used a quasi-experimental design involving 66 grade X MIPA students at SMA Negeri 2 Maros, who were divided into an experimental group (Talking Stick in Discovery Learning) and a control group (conventional method). Data were collected through pretest and posttest for four weeks. The results showed that students in the experimental group experienced significant improvements in conceptual and cognitive understanding. These findings indicate that the integration of the Talking Stick method in Discovery Learning can improve active learning and deepen students' understanding of abstract chemical concepts. This method can be applied to other complex science materials.

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