The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction

Elementary students often hold persistent misconceptions about plant structure, photosynthesis, and reproduction, which hinder the development of scientific literacy. Traditional teaching methods rarely address these misconceptions effectively. The Duo CCM Science Learning Model, which integrates the Conceptual Change Model and the Cognitive Conflict Model, provides a structured framework for overcoming these challenges. This study investigates the effectiveness of the Duo CCM, supported by multimodal resources (two-tier diagnostic tests, flipbooks, flashcards, and mind maps), in reducing misconceptions and enhancing student engagement in elementary science learning. Six research questions guided the study, focusing on the comparative effectiveness of each modality (RQ1–RQ5) and the role of engagement (RQ6). A quasi-experimental design was implemented with 188 fourth-grade students across four schools in Yogyakarta. Students were assigned to experimental groups, each using a different multimodal tool, and to a control group. Data were collected through validated two-tier diagnostic instruments and analyzed using descriptive statistics, independent-samples t-tests, and the Kruskal–Wallis test. Experimental groups outperformed controls (M = 92.59 vs. 87.09). Flipbooks showed significant improvement (p = 0.03 < 0.05), flashcards produced the strongest overall gains, while mind maps yielded weaker outcomes due to cognitive load. Across groups, True–True (T–T) responses increased, and engagement improved across behavioral, cognitive, emotional, and metacognitive dimensions. Integrating conceptual change pedagogy with multimodal supports enhances conceptual understanding, reduces misconceptions, and fosters multidimensional engagement. This study contributes theoretically to conceptual change pedagogy and practically to participatory elementary science instruction.