<![CDATA[Low conceptual understanding of changes in the states of matter is caused by students' inability to explain concepts, relate concepts, and apply them appropriately in solving learning problems. This study aimed to describe the planning, implementation, and improvement of the application of the Discovery Learning model in enhancing fourth-grade elementary school students' conceptual understanding of changes in the states of matter. The study employed Classroom Action Research (CAR), conducted in two cycles, with each cycle consisting of two meetings involving the stages of planning, implementation, observation, and reflection. The participants were 21 fourth-grade students. Data were collected through tests, observations, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. The results showed that the students' average conceptual understanding score increased from 48.33 (19.0% classical mastery) in the pre-cycle to 59.86 (57.1% classical mastery) in Cycle I, and further increased to 69.52 (81.0% classical mastery) in Cycle II, exceeding the minimum success criterion of 80% classical mastery. Therefore, it can be concluded that the implementation of the Discovery Learning model was effective in improving fourth-grade elementary school students' conceptual understanding of changes in the states of matter.]]>
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