An Integrated Learning Model for Enhancing Idea Fluency and Decision-Making Skills in Elementary Education

This study investigates the effects of the SMART Technique Feedback Framework (X?), Metacognitive Learning Design (X?), and Student Learning Readiness (X?) on elementary school students’ Decision-Making Ability (Y), with Fluency of Ideas (M) as a mediating variable. A quantitative explanatory design with a single mediation model was employed. The participants consisted of 268 elementary school students selected through proportional purposive sampling. Data were collected using a four-point Likert scale measuring feedback quality, metacognitive learning design, learning readiness, fluency of ideas, and decision-making ability. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS software. The results indicate that the SMART Technique Feedback Framework has a significant positive effect on Fluency of Ideas (? = 0.589; p < 0.05) and Decision-Making Ability (? = 0.194; p < 0.05). Metacognitive Learning Design also significantly affects Fluency of Ideas (? = 0.394; p < 0.05) and Decision-Making Ability (? = 0.284; p < 0.05). Student Learning Readiness shows a significant positive influence on Fluency of Ideas (? = 0.321; p < 0.05) and Decision-Making Ability (? = 0.168; p < 0.05). Furthermore, Fluency of Ideas significantly influences Decision-Making Ability (? = 0.427; p < 0.05) and mediates the relationships between all independent variables and the dependent variable. The structural model demonstrates moderate predictive power, with R² values of 0.594 for Fluency of Ideas and 0.561 for Decision-Making Ability. These findings confirm the importance of SMART-based feedback, metacognitive learning design, and learning readiness in strengthening higher-order thinking skills in elementary education.