Hybrid Reflective-Inquiry Model with Ethnoscience and Virtual Simulation to Enhance Critical Thinking

Abstract

This study aims to develop and validate a digital hybrid reflective-inquiry pedagogical model based on ethnoscience by utilizing virtual simulation technology to enhance students’ critical thinking skills. The model was designed using an Educational Design Research (EDR) approach at the preliminary design stage, synthesizing theoretical foundations and empirical findings as the basis for constructing the conceptual framework. The model comprises five instructional phases: orientation, presentation of authentic phenomena, hypothesis formulation and testing, explanation formulation, and reflection. Validation was conducted by seven experts through assessments of content validity and construct validity using a Likert scale instrument and thematic analysis of open-ended comments. The results indicate a very high level of validity (average score?> 4.5), with the model being considered logical, relevant, and adaptive to 21st-century pedagogical challenges. The integration of ethnoscience, reflective processes, and simulation technology within a hybrid system positions this model as a promising approach for contextual and transformative science education in higher education.