The Metacognition–Social Complexity-Based Learning Model: A Culturally Grounded Framework to Improve HOTS and Collaboration in Science Learning

Abstract

Improving Higher Order Thinking Skills (HOTS) and collaboration still poses various challenges in elementary science education, especially when learning materials are abstract and disconnected from students' cultural contexts. This study aims to develop, validate, and evaluate the MetaSC learning model designed to support culturally grounded and inquiry-oriented science learning in grade 4. The Research and Development (R&D) design was implemented using the Plomp model, including expert validation, user acceptance testing, and a quasi-experimental pre-test-post-test control group design. The instruments consisted of an expert validation sheet, teacher and student response questionnaires, a HOTS test, and a collaboration rubric. The results showed that the MetaSC model achieved an excellent level of expert validation, demonstrating theoretical coherence and instructional feasibility. User responses indicated a high level of practicality and acceptability. Furthermore, experimental findings revealed significant improvements in both HOTS (Higher Order Thinking Skills) and collaboration skills among students using the MetaSC model compared to those receiving conventional instruction. These findings suggest that the MetaSC framework offers a promising approach for integrating ethnoscience, metacognitive learning, and collaboration to support the development of 21st-century competencies in elementary science education.