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

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.