The ZANNAH Reflective STEM Model: A Structured Approach to Enhancing Higher-Order Thinking Skills in Elementary Science Education

Abstract

This study aimed to develop and validate the ZANNAH Reflective STEM Learning Model as an innovative instructional framework to enhance higher-order thinking skills (HOTS) in elementary science education. The growing demand for 21st-century competencies requires instructional approaches that promote not only scientific literacy but also critical thinking, creativity, problem-solving, and reflective learning. To address this need, the ZANNAH model was developed by integrating inquiry-based learning, engineering design processes, and metacognitive reflection within a structured STEM learning framework. The study employed a Research and Development (R&D) approach based on the ADDIE model. The model was subsequently validated by experts in science education and instructional design. Implementation and evaluation involved a field trial with 32 elementary school student sin Palangka Raya, Indonesia. Data were collected through expert validation sheets, teacher and student practicality questionnaires, observation sheets, and a HOTS test consisting of open-ended problem-based questions targeting analysis (C4), evaluation (C5), and creation (C6). Content and construct validity were analyzed using percentage agreement and Aiken’s V coefficient, while practicality was assessed through descriptive percentage analysis. Effectiveness was evaluated using normalized gain (N-gain) and paired-sample t-test. The findings revealed high content validity (92.4%) and strong construct validity (89.7%), indicating substantial alignment between the model’s theoretical foundations and instructional procedures. Practicality testing showed highly positive responses from teachers (90.8%) and students (88.5%), demonstrating the model’s feasibility and usability in classroom settings. Furthermore, effectiveness testing indicated a significant improvement in students’ higher-order thinking skills, reflected by a high N-gain score of 0.71 and significant differences between pre-test and post-test scores (p < 0.05). These findings suggest that the ZANNAH Reflective STEM Learning Model is valid, practical, and potentially effective for enhancing HOTS. The study contributes to STEM pedagogy by providing an integrated instructional framework that fosters analytical reasoning, creative problem-solving, and metacognitive reflection in elementary science learning.