Interdisciplinary competence is critical to tackle the increasing complexity of societal issues, which are challenging to be addressed by a single discipline. Existing literature indicates that meaningful collaborative learning can potentially develop students’ interdisciplinary competence; however, effective collaborative learning does not happen automatically. This study designed and implemented a Jigsaw script (a pedagogical model, as a macroscript) and prompts for knowledge integration and group discussion (dialogue models, as microscripts) to scaffold undergraduates’ interdisciplinary collaborative learning (ICL). The findings show that students showed interdisciplinary competence after learning with macro- and microscripts. They held positive perceptions of their interdisciplinary skills (mean = 4.031, SD = 0.893) and reflective behaviors (mean = 4.150, SD = 0.662) as demonstrated in the five-point Likert scales. The benefits and challenges of the macro- and microscripts are discussed.