Designing a Metacognition–Social Complexity-Based Model for Science Subject in Elementary Education: A Comprehensive Needs Analysis Study
Keywords:
HOTS, Collaboration Skills, technology integration, social complexity, learning modelAbstract
Enhancing Higher Order Thinking Skills (HOTS) and collaborative abilities is a strategic necessity in elementary science education, aligning with the requirements of 21st-century competences. Previous research have demonstrated the shortcomings of traditional methods that fail to incorporate metacognitive and social complexity elements, along with the absence of a mixed-method requirements analysis. This study seeks to ascertain the foundational conditions of Higher Order Thinking Skills (HOTS) and collaborative abilities, investigate the perceptions of educators and learners concerning developmental obstacles and possibilities, delineate the requirements of a MetaSC-based learning model, and identify critical components pertinent to the elementary school environment. The exploratory sequential mixed-method approach involved conducting in-depth interviews during the qualitative phase and utilizing a questionnaire in the quantitative phase. The findings indicated that students' higher-order thinking skills (HOTS) were rated as low (mean = 2.49), particularly in creative talents, although collaborative skills fell into the intermediate range (mean = 3.11), exhibiting deficiencies in communication. The primary impediments consist of inadequate infrastructure, restricted learning time, and the prevalence of lecture-based methodologies. The findings necessitate the development of a Metacognition–Social Complexity (MetaSC) model that integrates project-based techniques, technological incorporation, and educator training to enhance creativity and communication. This study theoretically enhances the literature on the integration of metacognition and social complexity, while realistically offering ideas for developing learning models that address the actual needs of educators and learners.
Downloads
References
Adnyani, N. P. S., & Suniasih, N. W. (2023). Problem Based Learning Models on Critical Thinking Ability in Science Lessons of Grade V Elementary School. Thinking Skills and Creativity Journal, 6(2), 145–151. https://doi.org/10.23887/tscj.v6i2.61354
Afikah, A., Astuti, S. R. D., Suyanta, S., Jumadi, J., & Rohaeti, E. (2022). Mobile Learning in Science Education to Improve Higher-Order Thinking Skills (HOTS) and Communication Skills: A Systematic Review. International Journal of Advanced Computer Science and Applications, 13(7). https://doi.org/10.14569/ijacsa.2022.0130782
Aini, M., Narulita, E., & Indrawati, I. (2020). Enhancing Creative Thinking and Collaboration Skills Through ILC3 Learning Model: A Case Study. Journal of Southwest Jiaotong University, 55(4). https://doi.org/10.35741/issn.0258-2724.55.4.59
Åkerblad, L., Seppänen-Järvelä, R., & Haapakoski, K. (2021). Integrative Strategies in Mixed Methods Research. Journal of Mixed Methods Research, 15(2). https://doi.org/10.1177/1558689820957125
Alé, J., & Arancibia, M. L. (2025). Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis. Education Sciences, 15(2), 197. https://doi.org/10.3390/educsci15020197
Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thin king, creativity, and problem solving to affect academic performance i n higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2172929
Amrina, Z., Sari, S. G., Alfino, J., & Amelia, P. (2024). Developing Hots-Based Mathematics Assessment Instruments to Improve Critical Thinking Skills of Prospective Elementary School Teachers. Prima Jurnal Pendidikan Matematika, 8(1), 51. https://doi.org/10.31000/prima.v8i1.9839
Aqodiah, A., Hasanah, N., & Humaira. (2023). The Role of Scout Extracurriculars in Shaping The Character of Social Care. MUDARRISA: Jurnal Kajian Pendidikan Islam, 15(2), 158–195. https://doi.org/10.18326/mudarrisa.v15i2.404
Aspers, P., & Corte, U. (2021). What is Qualitative in Research. In Qualitative Sociology (Vol. 44, Issue 4). https://doi.org/10.1007/s11133-021-09497-w
Bonilla, S., Dee, T. S., & Penner, E. K. (2021). Ethnic Studies Increases Longer-Run Academic Engagement and Attainment. Proceedings of the National Academy of Sciences, 118(37). https://doi.org/10.1073/pnas.2026386118
Chang, Y., Choi, J., & Şen-Akbulut, M. (2024). Undergraduate Students’ Engagement in Project-Based Learning with an A uthentic Context. Education Sciences, 14(2), 168. https://doi.org/10.3390/educsci14020168
Cioc, C., Haughton, N., Cioc, S., & Napp, J. (2022). A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a flui d mechanics course. International Journal of Mechanical Engineering Education, 50(4), 955–977. https://doi.org/10.1177/03064190221081450
Dewi, A. C., Ichsan, M. F., Munandar, I. A. Al, Laele, M. A., Hajar, N., & Mira. (2023). Literacy as a Strategy for Improving the Quality of Education. International Journal of Sustainability in Research, 1(4), 361–366. https://doi.org/10.59890/ijsr.v1i4.803
Dwikurnaningsih, Y., & Paais, R. L. (2022). Principal Academic Supervision: Performance, Problems and Solutions. JPI (Jurnal Pendidikan Indonesia), 11(3), 425–436. https://doi.org/10.23887/jpiundiksha.v11i3.46205
Febriyanti, R., & Widjajanti, E. (2023). Chemistry Teacher’s Perception About Higher Order Thinking Skills Assessment. Jurnal Penelitian Pendidikan Ipa, 9(8), 5921–5926. https://doi.org/10.29303/jppipa.v9i8.3040
Gangadharan, S., Al Mezeini, K., Gnanamuthu, S., & Al Marshoudi, K. (2025). The Relationship Between Preferred Learning Styles and Academic Achievement of Undergraduate Health Sciences Students Compared to Other Disciplines at a Middle Eastern University Utilizing the VARK Instrument. Advances in Medical Education and Practice, Volume 16, 13–28. https://doi.org/10.2147/AMEP.S491487
Ghoniem, A., & Ghoniem, E. (2022). Inducing competence‐based assignment in traditional structural enginee ring education: A case study. Computer Applications in Engineering Education, 30(3), 907–916. https://doi.org/10.1002/cae.22493
Griffiths, A.-J., Alsip, J., Hart, S. R., Round, R. L., & Brady, J. (2020). Together We Can Do So Much: A Systematic Review and Conceptual Framewo rk of Collaboration in Schools. Canadian Journal of School Psychology, 36(1), 59–85. https://doi.org/10.1177/0829573520915368
Hafifah, G. N., Purwati, O., & Munir, A. (2022). The Policy to State HOTS in Basic Competence (KD) of 2013 English Curriculum and English Teachers’ Practice in Developing Indicator Achievement. Jees (Journal of English Educators Society), 7(2). https://doi.org/10.21070/jees.v7i2.1662
Hamzah, H., Hamzah, M. I., & Zulkifli, H. (2022). Systematic Literature Review on the Elements of Metacognition-Based Hi gher Order Thinking Skills (HOTS) Teaching and Learning Modules. Sustainability, 14(2), 813. https://doi.org/10.3390/su14020813
Handayani, P. H., Marbun, S., & Novitri, D. M. (2023). 21st Century Learning: 4C Skills in Case Method and Team Based Project Learning. Elementary School Journal PGSD Fip Unimed, 13(2), 181–193. https://doi.org/10.24114/esjpgsd.v13i2.44522
Hardiansyah, S., Kusmaedi, N., Ma’mun, A., & Mahendra, A. (2024). Physical Education Teachers’ Attitudes Towards Stimulating Higher Order Thinking Skills in Elementary School Students: Differences in Certified and Non-Certified Teachers. Retos, 54, 857–866. https://doi.org/10.47197/retos.v54.103844
Hashim, H., & Damio, S. M. (2023). Assessing Creativity-Enhancing Learning Environments: Psychometric Model Validation for Undergraduates. Malaysian Journal of Social Sciences and Humanities (Mjssh), 8(9), e002510. https://doi.org/10.47405/mjssh.v8i9.2510
Hendarwati, E., Nurlaela, L., & Bachri, B. S. (2021). The Collaborative Problem Based Learning Model Innovation. Journal of Educational and Social Research, 11(4), 97. https://doi.org/10.36941/jesr-2021-0080
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science and Medicine, 292. https://doi.org/10.1016/j.socscimed.2021.114523
Hidayati, N., ZUBAİDAH, S., & AMNAH, S. (2022). The PBL vs. Digital Mind Maps Integrated PBL: Choosing Between the two with a view to Enhance Learners’ Critical Thinking. Participatory Educational Research, 9(3), 330–343. https://doi.org/10.17275/per.22.69.9.3
Hidayati, N., Zubaidah, S., Suarsini, E., & Praherdhiono, H. (2020). Cognitive Learning Outcomes: Its Relationship with Communication Skills and Collaboration Skills through Digital Mind Maps-Integrated PBL. International Journal of Information and Education Technology, 10(6), 443–448. https://doi.org/10.18178/ijiet.2020.10.6.1404
Hussein, B. (2021). Addressing Collaboration Challenges in Project-Based Learning: The Stu dent’s Perspective. Education Sciences, 11(8), 434. https://doi.org/10.3390/educsci11080434
Ichsan, I. Z., & Rahmayanti, H. (2020). HOTSEP: Revised Anderson’s Taxonomy in Environmental Learning of COVID -19. European Journal of Educational Research, volume-9-2(volume-9-issue-3-july-2020), 1257–1265. https://doi.org/10.12973/eu-jer.9.3.1257
Ishartono, N., Desstya, A., Prayitno, H. J., & Sidiq, Y. (2021). The Quality of HOTS-Based Science Questions Developed by Indonesian Elementary School Teachers. Journal of Education Technology, 5(2). https://doi.org/10.23887/jet.v5i2.33813
Khaeruddin, K., Indarwati, S., Sukmawati, S., Hasriana, H., & Afifah, F. (2023). An Analysis of Students’ Higher Order Thinking Skills Through the Project-Based Learning Model on Science Subject. Jurnal Pendidikan Fisika Indonesia, 19(1), 47–54. https://doi.org/10.15294/jpfi.v19i1.34259
Khaesarani, I. R., & Ananda, R. (2022). Students’ Mathematical Literacy Skills in Solving Higher-Order Thinking Skills Problems. Al-Jabar Jurnal Pendidikan Matematika, 13(1), 81–99. https://doi.org/10.24042/ajpm.v13i1.11499
Kosasih, A., Supriyadi, T., Firmansyah, M. I., & Rahminawati, N. (2022). Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education. Journal of Ethnic and Cultural Studies, 9(1), 56–76. https://doi.org/10.29333/ejecs/994
Kragelj, A., Pahor, M., Zaletel‐Kragelj, L., & Makivić, I. (2023). Learning Needs Assessment Among Professional Workers in Community Mental Health Centres in Slovenia: Study Protocol. South Eastern European Journal of Public Health. https://doi.org/10.56801/seejph.vi.247
Kruger, C., & Buley, J. (2022). Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership. Journal of Teaching and Learning, 16(3), 69–95. https://doi.org/10.22329/jtl.v16i3.7203
Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. Qualitative Report, 26(6). https://doi.org/10.46743/2160-3715/2021.5008
Malik, A., & Ubaidillah, M. (2021). Multiple Skill Laboratory Activities: How to Improve Students’ Scienti fic Communication and Collaboration Skills. Jurnal Pendidikan IPA Indonesia, 10(4), 585–595. https://doi.org/10.15294/jpii.v10i4.31442
Marshel, J., & Ratnawulan, R. (2020). Analysis of Students Worksheet (LKPD) Integrated Science With the Theme of the Motion in Life Using Integrated Connected Type 21st Century Learning. Journal of Physics Conference Series, 1481(1), 12046. https://doi.org/10.1088/1742-6596/1481/1/012046
McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2). https://doi.org/10.1177/1558689815607096
Melliofatria, Mahdum, Hadriana, & Indah Tri Purwanti. (2024). Models For Andragogy: A Systematic Review and Meta-Analysis. EVOLUTIONARY STUDIES IN IMAGINATIVE CULTURE, 583–616. https://doi.org/10.70082/esiculture.vi.757
Minarni, A., & Barus, L. N. (2023). Development of Desmos Electronic Students’ Activities Sheet (E-LKPD) based on the Problem Based Learning to Improve Students’ Mathematical Critical Thinking Skills. Formosa Journal of Science and Technology, 2(1), 137–150. https://doi.org/10.55927/fjst.v2i1.2730
Muhayimana, T., Kwizera, L., & Nyirahabimana, M. R. (2022). Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Primary Leaving English Exam Questions in Rwandan Schools. Curriculum Perspectives, 42(1), 51–63. https://doi.org/10.1007/s41297-021-00156-2
Muthmainnah, Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age. Education Research International, 2022, 1–17. https://doi.org/10.1155/2022/6468995
Muvid, M. B., Septiawan, Y., Lubis, M. A., & Zainiyati, H. S. (2022). Shaping socio-critical thinking of junior students using problem-based learning and inquiry strategy. International Journal of Evaluation and Research in Education (IJERE), 11(2), 780. https://doi.org/10.11591/ijere.v11i2.21954
Nahar, S., Suhendri, S., Zailani, Z., & Hardivizon, H. (2022). Improving Students’ Collaboration Thinking Skill Under the Implementation of the Quantum Teaching Model. International Journal of Instruction, 15(3), 451–464. https://doi.org/10.29333/iji.2022.15325a
Nemiro, J. E. (2020). Developing collaborative behaviours in elementary school students: a c omparison of robotics versus maths teams. Educational Studies, 47(5), 521–537. https://doi.org/10.1080/03055698.2020.1716209
Nugroho, O. F., Permanasari, A., Firman, H., & Riandi, R. (2021). The Urgency of STEM Education in Indonesia. Jurnal Penelitian Dan Pembelajaran IPA, 7(2), 260. https://doi.org/10.30870/jppi.v7i2.5979
Nurudin, M., Suharto, T., Bakri, S., & Makruf, I. (2023). Development of Collaborative Peer-Based Authentic Assessment in Physics Learning. Scaffolding Jurnal Pendidikan Islam Dan Multikulturalisme, 5(1), 900–918. https://doi.org/10.37680/scaffolding.v5i1.2862
Okello, G. O. (2022). Introduction to Statistics, Data and Analysis. In Simplified Business Statistics Using SPSS. https://doi.org/10.1201/9781003292654-2
Okoye, K., Rodriguez-Tort, J. A., Escamilla, J., & Hosseini, S. (2021). Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic. Education and Information Technologies, 26(6), 7225–7257. https://doi.org/10.1007/s10639-021-10527-x
Orak, S. D., & Al-khresheh, M. H. (2021). In Between 21st Century Skills and Constructivism in ELT: Designing a Model Derived From a Narrative Literature Review. World Journal of English Language, 11(2), 166. https://doi.org/10.5430/wjel.v11n2p166
Perdana, R., Apriani, A.-N., Richardo, R., Rochaendi, E., & Kusuma, C. (2021). Elementary students’ attitudes towards STEM and 21st-century skills. International Journal of Evaluation and Research in Education (IJERE), 10(3), 1080. https://doi.org/10.11591/ijere.v10i3.21389
Purnami, W., Ashadi, A., Suranto, S., Sarwanto, S., Sumintono, B., & Wahyu, Y. (2021). Investigation of Person Ability and Item Fit Instruments of Eco Critical Thinking Skills in Basic Science Concept Materials for Elementary Pre-Service Teachers. Jurnal Pendidikan IPA Indonesia, 10(1), 127–137. https://doi.org/10.15294/jpii.v10i1.25239
Rahmawati, A., Suryani, N., Akhyar, M., & Sukarmin. (2020). Technology-Integrated Project-Based Learning for Pre-Service Teacher Education: A Systematic Literature Review. Open Engineering, 10(1), 620–629. https://doi.org/10.1515/eng-2020-0069
Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ Knowledge About Higher-Order Thinking Skills and Its Learning Strategy. Problems of Education in the 21st Century, 76(2), 215–230. https://doi.org/10.33225/pec/18.76.215
Rizki, R. N., Mustadi, A., & Wangid, M. N. (2022). Evaluation of the Implementation of Assessment in Higher Order Thinking Skills Oriented Learning 2013 Curriculum in Elementary Schools. Al-Ishlah Jurnal Pendidikan, 14(3), 4363–4370. https://doi.org/10.35445/alishlah.v14i3.757
Saad, A., & Zainudin, S. (2022). A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning. Learning and Motivation, 78, 101802. https://doi.org/10.1016/j.lmot.2022.101802
Sajidan, S., Suranto, S., Atmojo, I. R. W., Saputri, D. Y., & Etviana, R. (2022). Problem-Based Learning-Collaboration (PBL-C) Model in Elementary Schoo l Science Learning in the Industrial Revolution Era 4.0 and Indonesia Society 5.0. Jurnal Pendidikan IPA Indonesia, 11(3), 477–488. https://doi.org/10.15294/jpii.v11i3.30631
Sarnoko, Asrowi, Gunarhadi, & Usodo, B. (2024). Feasibility of a problem-based social constructivism learning model to improve higher-order thinking skills among primary school students. Journal of Education and E-Learning Research, 11(3), 588–596. https://doi.org/10.20448/jeelr.v11i3.5927
Shield, W. (2013). Research methods and methodologies in education. Educational Psychology in Practice, 29(1). https://doi.org/10.1080/02667363.2012.759425
Shojaee, M., Ying, C., Shahidi, M., & Zhang, X. (2019). Validation of the Questionnaire of Students’ Attitudes Toward STEM-PBL: Can Students’ Attitude Toward STEM-PBL Predict Their Academic Achievement? Psychology, 10(02), 213–234. https://doi.org/10.4236/psych.2019.102017
Sidiq, Y., Ishartono, N., Desstya, A., Prayitno, H. J., Anif, S., & Hidayat, M. L. (2021). Improving Elementary School Students’ Critical Thinking Skill in Scien ce through HOTS-based Science Questions: A Quasi-Experimental Study. Jurnal Pendidikan IPA Indonesia, 10(3), 378–386. https://doi.org/10.15294/jpii.v10i3.30891
Simion, K. (2016). Qualitative and Quantitative Approaches to Rule of Law Research. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2817565
Singh, K., Raina, M., & Oman, D. (2023). Positive Psychology and Hinduism. In Handbook of Positive Psychology, Religion, and Spirituality (pp. 195–209). Springer International Publishing. https://doi.org/10.1007/978-3-031-10274-5_13
Siska, S., & Maarif, S. (2023). The Science, Technology, Engineering, Mathematics (STEM)-based Problem-Based Learning (PBL) Learning Model on the Numeracy Skills. Mimbar PGSD Undiksha, 11(2), 209–215. https://doi.org/10.23887/jjpgsd.v11i2.64836
Stewart, W. H., Baek, Y., Kwid, G., & Taylor, K. (2021). Exploring Factors That Influence Computational Thinking Skills in Elem entary Students’ Collaborative Robotics. Journal of Educational Computing Research, 59(6), 1208–1239. https://doi.org/10.1177/0735633121992479
Sudarmono, J., Rohman, U., & Prayogo, P. (2023). The Development of Project-Based Science Teaching Materials in Building Collaborative Thinking and Acting Skills. Jiip - Jurnal Ilmiah Ilmu Pendidikan, 6(12), 9811–9817. https://doi.org/10.54371/jiip.v6i12.2886
Suryandari, K. C., Fatimah, S., Sajidan, S., Rahardjo, S. B., & Prasetyo, Z. K. (2018). Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking. Jurnal Cakrawala Pendidikan. https://doi.org/10.21831/cp.v38i3.17229
Susilowati, W. W., & Suyatno, S. (2021). Teacher competence in implementing higher-order thinking skills orient ed learning in elementary schools. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 11(1), 1–14. https://doi.org/10.25273/pe.v11i1.7762
Suwarto, D. H., Setiawan, B., & Machmiyah, S. (2022). Developing Digital Literacy Practices in Yogyakarta Elementary Schools. The Electronic Journal of E-Learning, 20(2), pp101-111. https://doi.org/10.34190/ejel.20.2.2602
Taningrum, N., Kriswanto, E. S., Pambudi, A. F., & Yulianto, W. D. (2024). Improving Critical Thinking Skills Using Animated Videos Based on Problem-Based Learning. Retos, 57, 692–696. https://doi.org/10.47197/retos.v57.103297
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022). Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Medical Education, 22(1), 104. https://doi.org/10.1186/s12909-022-03154-8
Tucker, C. B., Byrd, K., Gossen, D., & Morrison, K. Y. (2024). Teacher Self-Efficacy and Preparedness for Integrating STEM Education Using a Project-Based Learning Approac. Journal of Research in Science Mathematics and Technology Education, 43–59. https://doi.org/10.31756/jrsmte.313si
Utami, F. D., Nurkamto, J., & Marmanto, S. (2019). Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. International Journal of Educational Research Review, 4, 756–765. https://doi.org/10.24331/ijere.629581
Virranmäki, E., Valta-Hulkkonen, K., & Pellikka, A. (2021). Geography Curricula Objectives and Students’ Performance: Enhancing th e Student’s Higher-Order Thinking Skills? Journal of Geography, 120(3), 97–107. https://doi.org/10.1080/00221341.2021.1877330
Wahyudi, W., Setiawan, A., Suhandi, A., & Samsudin, A. (2022). Technology-supported Project-based Learning: Trends, Review and Future Research in Science, Technology and Engineering Education. ASEAN Journal of Science and Engineering, 4(1), 119–126. https://doi.org/10.17509/ajse.v4i1.67532
Wilson, D. M., & A/l Narasuman, S. (2020). Investigating Teachers’ Implementation and Strategies on Higher Order Thinking Skills in School Based Assessment Instruments. Asian Journal of University Education, 16(1), 70. https://doi.org/10.24191/ajue.v16i1.8991
Wulansari, T. P., Sudiyanto, S., & Sumaryati, S. (2023). Analysis of Student Needs for PBL-Based Mobile Learning Media. International Journal of Social Science and Human Research, 06(07). https://doi.org/10.47191/ijsshr/v6-i7-78
Zulkardi, Z., & Putri, R. I. I. (2020). Supporting Mathematics Teachers to Develop Jumping Task Using PISA Framework (JUMPISA). Jurnal Pendidikan Matematika, 14(2), 199–210. https://doi.org/10.22342/jpm.14.2.12115.199-210
