<![CDATA[This study aims to examine the effectiveness of the Discovery Learning model on student learning outcomes and conceptual understanding in chemical bonding material, as well as to determine the correlation between learning outcomes and conceptual understanding. This study used a quasi-experimental design with a pretest-posttest control group design in two classes selected randomly. The instrument was a multiple-choice test that met the criteria for measuring learning outcomes and conceptual understanding. Data were analyzed using normality tests, homogeneity tests, and independent sample t-tests. Normality tests showed that all data were normally distributed. Homogeneity tests showed that the data were homogeneous. The results showed that the learning outcomes of the experimental class (79.85) were higher than those of the control class (73.03) with a sig. value of 0.000 < 0.05. Conceptual understanding in the experimental class (72,12) was also higher than in the control class (62,87) with a sig. value of 0.034 < 0.05. Additionally, there is a positive correlation between learning outcomes and conceptual understanding with r = 0.798 and sig. 0.000 < 0.05. Thus, the Discovery Learning model is effective in improving learning outcomes and conceptual understanding, and the correlation between the two is classified as high.]]>
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