Cultivating Transformative Competencies: A Study of Integrated and Separate Meta-Affective and Meta-Cognitive Training in Science Learning
Lilit Rusyati

Science Education Department, Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia

Abstract

This study investigates the impact of two training models-Integrated Training (teacher-facilitated within science lessons) and Separate Training (student-implemented independently)-on the development of students^ transformative competencies, as defined by the OECD Learning Compass 2030. The competencies assessed were Creating New Value, Reconciling Tensions and Dilemmas, and Taking Responsibility. A 39-item Likert-scale questionnaire, developed based on the OECD framework and expert judgment, was administered to 445 junior high school students in Indonesia. The instrument demonstrated high reliability (Person Reliability: 0.94, Cronbach^s Alpha: 0.96). A quasi-experimental design was employed with two groups of 50 students each. Results from independent-samples t-tests indicated no statistically significant difference in the overall transformative competencies between the Integrated and Separate Training groups in both initial and final conditions. However, mean score analysis revealed a slight decrease (-0.09) in the Integrated Training group and a minor increase (0.04) in the Separate Training group. Further analysis of sub-competencies showed that Integrated Training was more effective for fostering ^Creating New Value,^ while Separate Training was more conducive to developing ^Reconciling Tensions and Dilemmas^ and ^Taking Responsibility.^ Qualitative data from teacher interviews and student journals identified key challenges, including the difficulty of altering student mindsets, limited opportunities for deep self-reflective change, and a lack of shared experiential learning. The study concludes that while both training approaches have distinct strengths for different competencies, neither was overwhelmingly superior, suggesting that effective implementation requires addressing underlying pedagogical and contextual factors to fully realize the potential of meta-affective and meta-cognitive strategies in cultivating transformative competencies.

Keywords: Transformative Competencies, Meta-Affective Training, Meta-Cognitive Training, Science Learning, OECD Learning Framework 2030

Topic: Science Education