<![CDATA[This study examined the effects of Digital Wiki Boards integrated with the Know–Want to Know–Learned (KWL) strategy on elementary students’ creative and analytical thinking. Grounded in social constructivist and metacognitive learning theories, the study employed a quasi-experimental pretest–posttest control group design involving 70 fifth-grade students from an elementary school in Jember Regency, Indonesia. Participants were assigned to an experimental group (n = 35), which received instruction through Digital Wiki Boards integrated with the KWL strategy, and a control group (n = 35), which received conventional teacher-centered instruction. The intervention was conducted over eight instructional sessions. Data were collected using validated Creative Thinking and Analytical Thinking tests and analyzed using Multivariate Analysis of Variance (MANOVA). The results indicated a significant multivariate effect of the instructional model on both creative and analytical thinking. Students in the experimental group achieved significantly higher scores than those in the control group, with large effect sizes demonstrating substantial practical significance. The findings suggest that integrating Digital Wiki Boards with the KWL strategy promotes collaborative knowledge construction, metacognitive regulation, and higher-order thinking. This study contributes to the literature on technology-enhanced collaborative learning and offers practical implications for fostering creative and analytical thinking in elementary education.]]>
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