Abstract
Science literacy and creative thinking are key competencies emphasized in the Program for International Student Assessment, which evaluates students' ability to apply scientific knowledge to real-world problems and think critically and creatively in solving complex challenges. Thus, this study examines the impact of the Structure of the Observed Learning Outcome Based Metacognitive Approach (SOLO-BAMA) in improving students’ Science Literacy and Creative Thinking. The SOLO framework, introduced by Biggs and Collis (1982), provides a hierarchical model for assessing student learning, emphasizing metacognitive development and deeper understanding which was in the content of Higher Order Thinking Skills Professional Learning Package (HOTS-PLP) introduced by the Department of Education. A true-experimental research design was employed, utilizing pretest and posttest assessments to measure learning gains among students exposed to SOLO-based instruction and those taught through traditional methods. The results indicated that students in the SOLO-based learning environment exhibited significantly greater improvements in both Science Literacy and Creative Thinking. Statistical analysis using the Mann-Whitney U test confirmed significant differences in posttest scores demonstrating the superior effectiveness of SOLO-based instruction. Additionally, the intervention group achieved higher learning gains than the control group, supporting previous findings that metacognitive strategies enhance student comprehension and problem-solving skills. These findings suggest that integrating the SOLO framework in science education fosters deeper learning, higher-order thinking, and conceptual understanding. The study recommends broader implementation of SOLO-based strategies and further research across diverse educational settings to assess its long-term impact.
