<![CDATA[This study investigates the effects of the SMART Technique Feedback Framework (X?), Metacognitive Learning Design (X?), and Student Learning Readiness (X?) on elementary school students’ Decision-Making Ability (Y), with Fluency of Ideas (M) as a mediating variable. A quantitative explanatory design with a single mediation model was employed. The participants consisted of 268 elementary school students selected through proportional purposive sampling. Data were collected using a four-point Likert scale measuring feedback quality, metacognitive learning design, learning readiness, fluency of ideas, and decision-making ability. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS software. The results indicate that the SMART Technique Feedback Framework has a significant positive effect on Fluency of Ideas (? = 0.589; p < 0.05) and Decision-Making Ability (? = 0.194; p < 0.05). Metacognitive Learning Design also significantly affects Fluency of Ideas (? = 0.394; p < 0.05) and Decision-Making Ability (? = 0.284; p < 0.05). Student Learning Readiness shows a significant positive influence on Fluency of Ideas (? = 0.321; p < 0.05) and Decision-Making Ability (? = 0.168; p < 0.05). Furthermore, Fluency of Ideas significantly influences Decision-Making Ability (? = 0.427; p < 0.05) and mediates the relationships between all independent variables and the dependent variable. The structural model demonstrates moderate predictive power, with R² values of 0.594 for Fluency of Ideas and 0.561 for Decision-Making Ability. These findings confirm the importance of SMART-based feedback, metacognitive learning design, and learning readiness in strengthening higher-order thinking skills in elementary education.]]>
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