Measuring the Impact of Discovery-Based Collaborative Frameworks on Learning Outcomes in Religious Studies
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The main focus of this research is to empirically evaluate the effectiveness of the Discovery-Based Collaborative Framework (DBCF) model compared to teacher-centered learning. The research design used is a quasi-experimental design with a non-equivalent control group design. The research sample consisted of two classes of seventh-grade students at SMPK Adisucipto Kupang-Indonesia, divided into an experimental group (n = 30) using the DBCF model and a control group (n = 30) using the conventional method. Data was collected through validated pre-test and post-test instruments. Statistical analysis was performed using the independent samples t test and calculation of the N-gain score to determine the significance of the difference in learning outcomes between the two groups. The findings indicate that the DBCF model is significantly superior to conventional methods. Statistical analysis revealed a p value of 0.003 (p < 0.05), which confirms a highly significant difference in academic achievement between the two groups. Furthermore, the experimental group achieved an average N-gain score of 0.61, which was categorized as “moderate” effectiveness, substantially higher than the control group’s score of 0.37. Qualitative observations support these findings, showing a 30% increase in student engagement and collaborative interaction during the intervention. This finding suggests that the DBCF provides a strong empirical foundation for improving student performance in religious education. This model encourages students to actively inquire and interact with their peers. This research recommends adopting this framework as a measurable alternative to improve the quality of religious education in secondary schools.
Institution: Sekolah Tinggi Pastoral St. Petrus Keuskupan Atambua
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7162122276
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