<![CDATA[Abstract: This study aims to analyze the effect of implementing the Multi-Representation Discourse (DMR) learning model on students’ cognitive learning outcomes in the topic of linear motion for Grade XI senior high school students. The background of this study is based on the low level of students’ conceptual understanding of linear motion, which is attributed to the use of conventional teaching methods that insufficiently engage students actively and provide limited conceptual representations. The study employed a quasi-experimental method with a post-test control group design. The research sample consisted of two classes selected using a simple random sampling technique: an experimental class that implemented the DMR learning model and a control class that used conventional instruction. The research instrument was a multiple-choice cognitive achievement test covering cognitive domains from C1 to C6. Data analysis was conducted using descriptive and inferential statistics, including tests of normality, homogeneity, and an independent samples t-test. The results showed that the average post-test scores of the experimental class were higher than those of the control class across all cognitive indicators. The most significant difference was observed in higher-order thinking skills, particularly in the creating (C6) indicator. The hypothesis testing results indicated a significance value of p < 0.05, demonstrating a significant difference in cognitive learning outcomes between the two classes. Therefore, it can be concluded that the implementation of the Multi-Representation Discourse learning model has a significant effect on improving students’ cognitive learning outcomes in the topic of linear motion.]]>
