Psychology.
Evaluation, and Technology in Educational Research
, 2025, 247-257
Available Online: http://petier.
org/index.
php/PETIER How far the Course Review Horay (CRH) model and flashcard enhance scientific attitude and science literacy in fourth-grade force learning? Ni Made Supriani 1, a *.
Ketut Suma b.
I Nyoman Jampel c Universitas Pendidikan Ganesha.
Udayana St.
No.
Singaraja.
Bali, 81116.
Indonesia nimadesupriani01@gmail.
b ketut.
suma@undiksha.
c jampel@undiksha.
*Corresponding Author Received: 2 December 2025.
Revised: 17 December 2025.
Accepted: 19 December 2025 Abstract: This study aims to analyze the effect of the Course Review Horay (CRH) Model assisted by Flashcards on developing students' Scientific Literacy (SL) and Scientific Attitude (SA) in Grade IV at elementary school Cluster i.
Negara.
Bali.
Focusing on the Force Chapter, aligned with the demands of Merdeka Curriculum's Deep Learning.
Employing a Nonequivalent Pre-test Post-test Control Group Design and a Mixed Methods approach, the research involved 90 students.
Quantitative results demonstrated a significant effect on both variables, with increases categorized as moderate to high (Ttes.
Qualitative analysis indicated that the synergy between the CRH syntax and Flashcards effectively overcomes the conceptual difficulties of the abstract Force material.
Flashcards functioned as Visual Concretization of Force Causality, accelerating SL comprehension on PISA indicators.
Meanwhile, the competitive Horay! aspect effectively cultivated SA, characterized by Accelerated Decision Making and Internalization of Evidence Through Consensus within the group.
The conclusion shows that this model is effective and coherent in bridging students' cognitive and affective dimensions, providing a strong pedagogical contribution to primary level natural and social science learning.
Keywords: Course Review Horay.
Flashcard.
Scientific Literacy.
Scientific Attitude.
Force Chapter How to Cite: Supriani.
Suma.
& Jampel.
How far the Course Review Horay (CRH) model and flashcard enhance scientific attitude and science literacy in fourth-grade force Psychology.
Evaluation, and Technology in Educational Research, 7.
, 247Ae257.
https://doi.
org/10.
33292/petier.
INTRODUCTION
The modern educational landscape urgently demands that students possess strong Scientific Literacy (SL), defined as the ability to engage with science-related issues, reflect on scientific ideas, and utilize evidence to conclude.
Beyond cognitive mastery, fostering a positive and critical Scientific Attitude (SA) characterized by curiosity, open-mindedness, and respect for evidence is equally vital for preparing students to navigate complex technological societies (Barus, 2.
In Indonesia, the current curriculum framework emphasizes holistic competence, requiring learning models to simultaneously address both cognitive (SL) and affective (SA) domains from the primary level (Narut & Supardi, 2.
Despite this imperative, grade four students, typically in the 9-10 age range, often face significant difficulties in mastering core science concepts, particularly within the Force Chapter.
Concepts such as gravity, friction, and magnetic force are inherently abstract and intangible, making them hard to visualize and internalize based solely on conventional teaching methods.
This is an open access article under the CCAeBY-SA license.
33292/petier.
Psychology.
Evaluation, and Technology in Educational Research, 7 .
, 2025, 248 Ni Made Supriani.
Ketut Suma.
I Nyoman Jampel This abstract nature leads to common misconceptions, shallow understanding, and consequently, low performance in applying scientific principles a direct reflection of underdeveloped SL (Arlis et al.
, 2.
A preliminary analysis of learning outcomes at partner schools, specifically the elementary school at cluster i in Negara.
Bali, confirms this educational challenge.
Pre-test scores and observational data reveal that students possess a low baseline in both SL and SA.
Learning is often teacher-centered, relying heavily on lectures and textbook summaries, which fail to engage students kinesthetically or visually.
This environment results in passive learning, inhibiting critical reflection and discouraging the very qualities essential for a robust SA, such as inquiry and collaboration (Daniah, 2.
To address the documented deficiencies, this study proposes the implementation of the Course Review Horay (CRH) Model integrated with Flashcards as an alternative pedagogical The CRH model is a cooperative learning structure that injects elements of fun and competition through quick content review and the celebratory "Horay!" affirmation (Ekaputri et al.
, 2.
This modelAos quick-paced syntax naturally encourages peer teaching and immediate feedback.
Flashcards, serving as visual learning aids, are designed to concretize the abstract mechanics of themes (Nuraini, 2.
While CRH is known for improving student engagement and basic retention, the existing literature exhibits a significant research gap regarding its simultaneous impact on higher-order competencies like SL .
hich requires analytical skill.
and complex affective variables like SA (Dewi et al.
, 2.
Furthermore, previous studies often focus on general subjects, lacking specific data on how the CRH mechanism especially its competitive and time-bound review phase interacts with the distinct conceptual challenges presented by the Force Chapter in primary education.
This study aims to fill that specificity gap.
Therefore, this study is driven by the central question: "How Far Can the Course Review Horay (CRH) Model and Flashcard Enhance Scientific Attitude and Science Literacy in Force Learning?" The primary objectives are: .
to determine the significant effect of the CRH Model assisted by Flashcards on students' Scientific Literacy in the Force Chapter.
to determine the significant effect of the same intervention on students' Scientific Attitude.
to interpret the mechanism of action between the intervention's syntax and media on the specific indicators of both Scientific Literacy (PISA) and Scientific Attitude (Harle.
based on empirical data.
METHODS
This study employed a mixed methods approach with an explanatory sequential design, where quantitative data collection precedes and informs subsequent qualitative data collection.
The quantitative design utilized was the nonequivalent pre-test post-test control group design.
The population consisted of all Grade IV students at the elementary school in Cluster i.
Negara.
Bali.
A total of 90 students were selected using a non-randomized technique, forming two intact groups: the experimental group .
, which received treatment using the Course Review Horay (CRH) model assisted by flashcards (X.
, and the control group .
, which followed conventional learning methods (X.
The data collection involved pre-tests (OA1 and OB.
and post-tests (OA2 and OB.
for both SL and SA after a minimum of seven treatment sessions (Dantes, 2.
Data were collected using both testing and non-testing techniques.
SL data were gathered via a 15-item essay test based on PISA dimensions, designed to measure students' ability to explain phenomena and use evidence in the context of the Auforce chapterAy.
SA data were collected using a 20-item Likert-scale questionnaire .
ased on Harlen's indicators, such as Copyright A 2025.
Psychology.
Evaluation, and Technology in Educational Research.
ISSN 2622-5506 Psychology.
Evaluation, and Technology in Educational Research, 7 .
, 2025, 249 Ni Made Supriani.
Ketut Suma.
I Nyoman Jampel curiosity and respect for evidenc.
For the qualitative strand, in-depth observation was performed during the CRH implementation, and semi-structured interviews were conducted with selected students to gain a deeper understanding of the processes underpinning the quantitative results, focusing specifically on how the CRH syntax and flashcards influenced their learning experience.
Quantitative data analysis commenced with Prerequisite Tests to ensure statistical assumptions were met.
This involved the normality test (Kolmogorov-Smirno.
and the homogeneity test (LeveneAos Tes.
on both the pre-test and post-test scores.
To determine the effectiveness and magnitude of the increase, the N-Gain score was calculated and categorized as low, moderate, or high.
The core hypothesis was tested using an Independent Sample TTest on the post-test scores to assess the difference between the experimental and control groups, addressing the partial hypotheses.
Statistical significance was determined by comparing the calculated Sig.
value with the significance level (=0.
(Candiasa, 2.
Furthermore, the correlation between SL and SA was analyzed to establish the overall impact of the intervention.
Qualitative data, derived from in-depth observations during the CRH implementation and semi-structured interviews, were analyzed using the procedure outlined by Miles and Huberman .
ata reduction, data display, and conclusion drawin.
Data reduction involved selecting and focusing the field notes and interview transcripts specifically on interactions related to the CRH syntax and flashcard usage.
Data display presented the categorized findings organized by SA indicators .
uriosity, open-mindednes.
The final step, conclusion drawing, focused on triangulating the qualitative interpretations with the quantitative results, specifically to explain the mechanisms such as visual concretization of force causality and internalization of evidence through consensus that underpinned the observed cognitive and affective RESULTS AND DISCUSSION Results The findings of this study are presented in two main parts: a quantitative analysis and a qualitative exploration.
The quantitative analysis initially administered pre-tests to both groups to establish the baseline equivalence of SL and SA.
The pre-test results, presented in Table 1, showed no significant difference between the experimental and control groups .
-value for Ttest > 0.
05 on pre-tes.
, confirming the groups' initial parity.
Following the seven-session intervention, the post-test results revealed a clear distinction: the experimental group, which received the CRH model and flashcards, achieved significantly higher mean scores in both SL and SA compared to the control group.
This initial recapitulation suggests a substantial positive impact of the intervention.
Table 1.
Recapitulation of Pre-test and Post-test Mean Scores Research Group Group Experimental Control Experimental Control Mean Pre-test Score Mean Post-test Score Standard Deviation (Post-tes.
Copyright A 2025.
Psychology.
Evaluation, and Technology in Educational Research.
ISSN 2622-5506 Psychology.
Evaluation, and Technology in Educational Research, 7 .
, 2025, 250 Ni Made Supriani.
Ketut Suma.
I Nyoman Jampel Before proceeding to hypothesis testing, the prerequisite assumptions were checked.
The Normality Test (Kolmogorov-Smirno.
performed on the post-test scores for both variables in both groups showed that the data were normally distributed (Sig.
>0.
, thus justifying the use of parametric statistics.
Furthermore, the Homogeneity Test (Levene's Tes.
indicated that the variances of the post-test scores for both SL and SA between the experimental and control groups were homogeneous (Sig.
>0.
These results validate the decision to utilize the Independent Sample T-Test and MANOVA for subsequent hypothesis testing (Dantes, 2.
To quantify the effectiveness and magnitude of improvement, the normalized gain (N-Gai.
score was calculated.
The N-Gain analysis was performed to measure the effectiveness and magnitude of improvement achieved by each group.
The experimental group demonstrated a strong level of learning effectiveness in both variables, categorizing the gain as "Moderate to High".
This Table 2 finding confirms that the combined use of the CRH model and flashcards was successful in promoting both cognitive and affective development in the Force learning Conversely, the control group only achieved a "Low" category gain.
Table 2.
Summary of Normalized Gain (N-Gai.
Analysis Variable Group Experimental Control Experimental Control Mean N-Gain Score N-Gain Category Moderate to High Low Moderate to High Low Group Experimental Control Experimental Control For hypothesis testing, the Independent Sample T-Test was utilized to test the partial hypotheses, assessing whether the intervention produced a statistically significant difference in each dependent variable independently.
The test was conducted using the post-test scores, controlling for pre-test variations.
As presented in Table 3, the significance values (Sig.
) for both SL and SA were less than the established significance level (=0.
This result leads to the definitive rejection of the null hypotheses (H.
, confirming that the CRH model and flashcards had a statistically significant effect on both SL and SA.
Table 3.
Independent Sample T-Test Results (Post-test Score.
Variable F-Value (LeveneAo.
Sig.
(LeveneAo.
t-value Sig.
Decision H0 Rejected H0 Rejected To test the simultaneous effect of the CRH model and flashcards on both variables combined, a MANOVA was performed.
The results from the MANOVA test, as summarized in Table 4, indicated that the intervention had a statistically significant combined effect on the set of dependent variables (SL and SA).
The low Wilks' Lambda value and the corresponding pvalue less than 0.
05 confirm the rejection of the overall null hypothesis, thus achieving the primary objective of the research: establishing that the CRH model assisted by flashcards is effective in enhancing both SL and SA simultaneously.
Table 4.
Multivariate Test (MANOVA) Results Test WilksAo Lambda Value F-Value Hypothesis df Error df Sig.
Copyright A 2025.
Psychology.
Evaluation, and Technology in Educational Research.
ISSN 2622-5506 Psychology.
Evaluation, and Technology in Educational Research, 7 .
, 2025, 251 Ni Made Supriani.
Ketut Suma.
I Nyoman Jampel The CRH model, when combined with flashcard media, proved to have a significant influence .
<0.
and a strong increase (N-Gain SL=0.
SA=0.
on student competencies.
This substantial contribution is comprehensively explained through the procedural impact of each syntax step on specific indicators of SL and SA.
The modelAos structured approach ensured that every learning phase directly addressed either a cognitive challenge posed by the abstract Force material or an affective requirement for forming a robust scientific disposition (Mudana.
Table 5.
Procedural Impact of CRH Syntax on Variables Model Syntax Material Presentation & Flashcard Distribution Affected Indicator Scientific Literacy (Explaining Phenomena & Content Comprehensio.
Students Working in Groups & Answering Questions Scientific Attitude (Openmindedness & Respect for Evidenc.
Review and Verification of Answers (Exchanging Answer.
Celebration (Horay!) Scientific Attitude (Curiosit.
Repetition Scientific Literacy (Problem Solvin.
& Scientific Attitude (Environmental Sensitivit.
Scientific Literacy (Using Scientific Evidenc.
& Scientific Attitude (Critical Reflectio.
Empirical and Qualitative Contribution SL: Flashcards provided Visual Concretization of Force Causality.
This directly addresses the abstract nature of the Force Chapter in primary school.
Qualitative findings show students formulated explanations more easily after seeing the visual content on the cards.
SA: This group work process triggered Internalization of Evidence Through Consensus.
Students were compelled to discuss and utilize evidence .
oncepts on the flashcard.
collectively, which significantly boosted Scientific Attitude scores in the Respect for Evidence indicator.
SA: This stage initiated Stimulated Curiosity based on Discrepancy.
When other groups had different answers, students' curiosity .
ualitatively noted as the highest increas.
was competitively motivated to compare and validate their own answers.
SL: The "Horay!" shout was only permitted after confirmation of correctness by the teacher, leading students to perform rapid Accelerated Decision Making to prove their answers.
This positive reinforcement emotionally solidified concept SL/SA: Repetition proved to significantly increase the N-Gain score.
This recurring exposure allowed Force concepts to be internalized to the level of simple Problem Solving and Environmental Sensitivity through repeated contextualization .
oncept retention and transfe.
The qualitative data highlighted that the CRH-flashcard integration was particularly effective in overcoming two major hurdles in primary science: understanding causation and applying evidence (Magfira et al.
, 2.
The visual cue of the flashcards provided the necessary input for students to successfully Explain Phenomena Scientifically, allowing them to articulate the "why" behind concepts like inertia or magnetic attraction, which often remained elusive under traditional instruction (Table .
Furthermore, the competitive nature of the "Horay!" phase compelled students to quickly justify their answers with scientific evidence, directly enhancing the Using Scientific Evidence indicator far beyond mere factual recall (OECD, 2.
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Evaluation, and Technology in Educational Research, 7 .
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Qualitative Interpretation of Scientific Literacy Improvement Scientific Literacy Indicator (PISA) Explaining Phenomena Scientifically Using Scientific Evidence Interpreting Data and Scientific Problem Solving Qualitative Observation Focus Students' articulation of Force Causality after reviewing Flashcards.
Speed and accuracy in justifying answers during the "Horay!" phase.
Student ability to handle simplified resultan gaya .
esultant forc.
Interpretation of High N-Gain High success in articulating "why" Force acts, moving beyond surface description due to Visual Scaffolding of concepts.
Evidence used quickly and accurately, reflecting Accelerated Cognitive Decision Making under competitive pressure.
Repeated, context-rich review provided by CRH builds confidence in transferring concepts to problem-solving scenarios.
The affective domain exhibited strong growth primarily through the social and emotional elements of the CRH model.
The need for group consensus during the Review Phase was the primary driver for improving both Respect for Evidence and Open-mindedness, as students were forced to justify their claims using the flashcard's factual data before shouting the final The competitive aspect served as an external motivator for Curiosity, ensuring active engagement with the material.
This proves the CRH modelAos strength in cultivating a classroom environment that values collaborative inquiry a key component of scientific methodology (Harlen, 2.
Table 7.
Qualitative Interpretation of Scientific Attitude Improvement Scientific Attitude Indicator (Harle.
Curiosity / Interest Respect for Evidence Open-mindedness Qualitative Observation Focus Interpretation of High N-Gain Level of student inquiry and enthusiasm during the "Horay!" Student behavior in validating answers against the Flashcard Student willingness to accept peers' corrections or alternative data during discussion.
High level of engagement and intrinsic motivation triggered by the model's Fun and Competitive Structure.
Achieved Internalization of Evidence Through Consensus.
evidence is valued as a prerequisite for group success.
Increased acceptance of differing views, confirming the successful function of the Cooperative Learning aspect of CRH.
The successful enhancement in both SL and SA, confirmed by the quantitative data, is fundamentally rooted in how the CRH model and flashcards were specifically designed to counteract the unique pedagogical challenges of the Force Chapter for Grade IV students.
This material is inherently abstract concepts like magnetism and gravity are invisible yet the curriculum demands concrete application through everyday activities .
ushing, frictio.
The efficacy of the intervention is justified by its ability to resolve this dichotomy: the flashcards provided the necessary Visual Concretization to bridge the conceptual gap, allowing students to visualize causality and apply scientific evidence, thereby fulfilling the stringent demands of the SL instrument.
As shown in Table 8, the test items deliberately target the higher cognitive levels of PISA (C4-C.
, demanding analytical skills that could only be met through the deep conceptual understanding facilitated by the CRH syntax and the visual aid of the Flashcard model (Table .
during active, experimental learning.
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Evaluation, and Technology in Educational Research, 7 .
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Summary of Scientific Literacy Test Items and Cognitive Alignment Item No.
1, 5
PISA Competency Dimension Explaining Phenomena Scientifically Using Scientific Evidence Cognitive Level (Analyzin.
(Analyzin.
3, 6, 9 Interpreting Data and Scientific Problem Solving (Evaluatin.
4, 12.
Using Scientific Evidence C6 (Creatin.
2, 11 Focus of the Question on Force Chapter Analyzing various types of forces .
, gravity, friction, magne.
in daily scenarios.
Analyzing the relationship between the magnitude of applied force and its effect on an object.
Interpreting simulated data results .
, speed chang.
to conclude which type of force is Designing or proposing an object modification based on an understanding of force principles.
Table 9.
Core Design of Flashcard Model Supporting Experimental Learning Flashcard Component Function in Force Learning Concretization of Abstract Forces .
, showing a magnet attracting metal Experimental/Learning Support Key Terminology/Formula (Bac.
Quick access to operational concepts .
Fgesek=N).
Real-World Context Example Linking theory to practical life .
, showing friction on a sliding bo.
Showing how force magnitude changes an Acts as a fast review tool during the CRH Review Phase for evidence Facilitates retention and transfer of knowledge when students perform physical pushing/pulling simulations.
Directly supports analytical tasks required for PISA competency (C4/C.
in the test instrument.
Visual Illustration Cause-Effect Diagram Provides a visual schema for phenomena difficult to observe directly during experiments.
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peed/shap.
Function in Force Learning Experimental/Learning Support Experimental/Learning Support Discussion The primary finding, confirmed by MANOVA, establishes that the integration of the CRH Model and flashcards yields a statistically significant simultaneous effect on the enhancement of both SL and SA.
This result is strongly supported by the subsequent Independent Sample TTests, which led to the definitive rejection of all partial null hypotheses (Sig.
<0.
Furthermore, the N-Gain analysis validated the magnitude of the change, categorizing the increase for both SL .
and SA .
as Moderate to High.
This quantitative evidence underscores the model's robustness as a dual-domain pedagogical intervention, effectively addressing the holistic competence requirements of the contemporary curriculum, unlike conventional methods observed in the control group.
The significant increase in Scientific Literacy is primarily attributed to the unique synergistic function of the Flashcard media in tackling the conceptual challenges of the abstract Force Chapter.
Qualitative findings confirmed that the Flashcards facilitated Visual Concretization of Force Causality, providing Grade IV students with tangible visual anchors for concepts such as gravity and friction that are otherwise elusive.
This scaffolding mechanism directly addressed the core PISA competency of Explaining Phenomena Scientifically.
When students could visualize the cause-and-effect relationship, their ability to articulate scientific concepts improved, reflected in the high N-Gain observed in SL.
This finding demonstrates the pedagogical necessity of using targeted media to bridge the cognitive gap between concrete operational thinking (Grade IV) and abstract scientific concepts.
Beyond mere visualization, the CRH syntax amplified the cognitive engagement necessary for high SL scores.
The competitive nature of the "Review and Horay!" phase compelled students to engage in Accelerated Cognitive Decision Making while verifying their answers (Sari & Pambudi, 2.
Qualitative data revealed that the students were forced to quickly access and apply scientific evidence .
he formulas and concepts detailed on the flashcard.
to justify their group's response before the time limit expired.
This high-pressure, rapid-recall environment transformed the passive act of "Using Scientific Evidence" into a dynamic, performance-driven task, making the knowledge highly retrievable and applicable, thereby directly boosting SL performance on higher-order thinking items.
The efficacy of the model is critically anchored in the function of the flashcard media as a visual concretization bridge.
The flashcards were specifically designed to display the interaction and resulting effects of forces for instance, illustrating the concept of friction by showing a marble rolling on different surfaces .
mooth vs.
or depicting how force alters an object's shape .
mpact on cla.
These visual stimuli allowed students to "observe" interactions that are intrinsically difficult to capture or analyze in a basic classroom setting.
This visual scaffolding provided the necessary concrete input for students to successfully perform higher-order tasks, effectively supporting the cognitive shift required to move from simply observing an action to analyzing the underlying scientific mechanism (Habib et al.
, 2023.
Sehartiani & Adriyani, 2.
The findings provide specific empirical support for the demands of skills beyond basic recall.
The instrument required students to perform complex tasks, such as analyzing various types of forces in daily activities (Items 1, .
and analyzing the relationship between the magnitude of Copyright A 2025.
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The significant post-test gain, particularly on items targeting C4 (Analyzin.
and C5 (Evaluatin.
cognitive levels, demonstrates that the Flashcard integration was successful in providing the prerequisite visualized data and causality relationships needed to achieve these levels.
Thus, the model's success is not just a reflection of effective teaching, but a validation that the CRH-flashcard combination precisely targets and fulfills the high-level cognitive demands embedded within the Scientific Literacy test items (Ayshari & Clara, 2017.
Fitriyani & Sari, 2.
The substantial improvement in SA is a testament to the model's success in cultivating a positive affective environment.
The Group Review/Discussion step of the CRH syntax was instrumental in fostering Respect for Evidence and Open-mindedness by triggering Internalization of Evidence Through Consensus.
Students were required to collectively agree on the answer based on the facts provided by the flashcards (Febriyanto & Yanto, 2019.
Wiyoko et al.
, 2.
This process inherently promoted critical discussion and required individuals to prioritize group success over personal bias, thereby internalizing the scientific value of objective evidence, as measured by the Harlen SA indicators.
The "Horay!" Phase served as the key mechanism for improving Curiosity (Astuti et al.
, 2.
Qualitative observation revealed that when groups shouted different answers, it created a situation of Stimulated Curiosity based on Answer Discrepancy.
The competitive tension motivated students to actively re-examine their sources and seek the correct scientific justification with genuine enthusiasm (Andini & Miaz, 2.
This active inquiry, triggered by external competitive rewards .
he chance to shout "Horay!"), effectively transformed the abstract concept of curiosity into a visible, measurable learning behavior, underscoring the power of the model's fun and rapid-fire review structure in the affective domain.
The simultaneous enhancement confirmed by MANOVA indicates that SL and SA are mutually reinforcing within this model.
The CRH model and flashcards serve as a coherent system that facilitates Deep Learning moving beyond superficial content coverage to holistic competence (Rahman & Fuad, 2.
The model successfully harnesses the emotional and collaborative energy (SA) to drive rigorous cognitive performance (SL).
The novelty of this research lies in identifying and empirically justifying the specific procedural mechanisms namely.
Visual Concretization of Force Causality and Internalization of Evidence Through Consensus as the crucial elements that bridge the gap between abstract physics concepts and tangible primary-level mastery, thereby offering a valuable contribution to primary science CONCLUSION This research conclusively demonstrates that the Course Review Horay (CRH) Model integrated with Flashcards is a highly effective and coherent instructional system, simultaneously enhancing both Scientific Literacy (SL) and Scientific Attitude (SA) among Grade IV students.
The effectiveness, confirmed by the MANOVA and high N-Gain categories, stems from two empirically validated mechanisms that constitute the study's novelty.
Cognitively, the Flashcards provided the Visual Concretization of Force Causality, successfully bridging the gap between abstract physics concepts and tangible primary-level understanding, thereby boosting students' ability to use scientific evidence.
Affectively, the cooperative and competitive CRH syntax cultivated Scientific Attitude through the Internalization of Evidence Through Consensus during group review.
This model successfully leveraged the students' social and emotional energy (SA) to drive rigorous cognitive performance (SL).
Consequently, the CRH-Flashcard combination is validated as an indispensable pedagogical tool for Copyright A 2025.
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facilitating Deep Learning and meeting the holistic competence demands of modern science REFERENCES