<![CDATA[This study investigates the effect of the Discovery Learning model integrated with the "Ruang Murid" digital platform on the understanding of science concepts among elementary school students. A quasi-experimental design with a non-equivalent control group was employed across four public elementary schools. The sample consisted of 124 fifth-grade students, divided into an experimental group ($n=62$) taught via technology-assisted Discovery Learning and a control group ($n=62$) taught using conventional direct instruction. Data were collected utilizing a 30-item validated conceptual understanding test based on Bloom’s Revised Taxonomy, alongside structured classroom observations. Quantitative analysis using ANCOVA, controlling for pre-test scores, revealed a statistically significant difference in post-test conceptual understanding between the two groups ($F(1, 121) = 48.32, p < 0.001, \eta_2 = 0.285$). The experimental group achieved a substantially higher mean post-test score ($M = 84.52, SD = 7.12$) compared to the control group ($M = 71.18, SD = 8.45$). Normalized gain scores (g) confirmed that the experimental group experienced "high" cognitive growth ($g = 0.72$), whereas the control group fell into the "medium" category ($g = 0.41$). These findings demonstrate that leveraging digital platforms like Ruang Murid within a structured discovery framework transforms abstract science phenomena into digestible, interactive constructs, significantly mitigating misconceptions and fostering deep cognitive engagement in young learners.]]>
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