Enhancing Students^ Physics Learning Outcomes through Research-Based Discovery Learning: An Empirical Study across Cognitive Levels Susilawati Susilawati (a)*, Muhammad Alkanz (a), Saminan Saminan (a), Abdul Hamid (a), Agus Wahyuni (a), Syarifah Widya (b)
(a) Physics Education Department, Teacher Training and Education Faculty,Universitas Syiah Kuala.
*susila[at]usk.ac.id
(b) Megister of Science Education, Graduate School Universitas Syiah Kuala
Abstract
Improving students^ higher-order thinking skills remains a critical challenge in physics education, particularly in fostering cognitive development across the upper levels of Bloom^s Taxonomy. Despite the growing adoption of inquiry-based learning approaches, limited empirical evidence exists regarding the effectiveness of Research-Based Discovery Learning (RBL) in systematically enhancing students^ cognitive performance across multiple levels. This study aims to examine the effect of the Research-Based Discovery Learning (RBL) model on students^ physics learning outcomes across four cognitive levels of Bloom^s Taxonomy. A quantitative approach employing a quasi-experimental design was implemented, involving 47 senior high school students in Banda Aceh, Indonesia, divided into an experimental group (n = 23) and a control group (n = 24). Data were collected using a set of validated multiple-choice tests and supported by classroom activity observations. The results of the independent samples t-test indicate a statistically significant difference between the two groups (t = 2.43 > tₜ-ₐ-ble = 1.68, α- = 0.05). The experimental group demonstrated superior improvement, particularly at the higher cognitive level (C4: 60.90%), while the control group showed its highest gain at the lower cognitive level (C3: 45.90%). These findings suggest that the RBL model is more effective in promoting higher-order cognitive skills and facilitating deeper conceptual understanding through inquiry-driven discovery processes. It is recommended that educators integrate RBL with complementary instructional strategies to optimize students^ cognitive development, particularly in advancing higher-order thinking skills. Future research should explore longitudinal impacts and the scalability of RBL across diverse educational contexts and subject domains.
