Strengthening Higher-Order Thinking Skills (HOTS) in Economics Education: A Systematic Review of Innovative Learning Models

I The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review

The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools.

A Systematic Analysis of the Effect of the Contextual Teaching and Learning (CTL) Approach on Improving Critical Thinking Skills in Civics Education at the Elementary School

The Contextual Teaching and Learning (CTL) approach has been widely applied in primary school education, particularly to enhance the quality of the learning process by making it more meaningful and contextual. However, previous research has generally focused on improving learning outcomes in a broad sense, whereas systematic studies specifically analyzing the impact of CTL on critical thinking skills within Pancasila and Civic Education (PPKn) lessons in primary schools (SD/MI) remain limited. Therefore, this study aims to systematically analyze research trends, study characteristics, and empirical findings regarding the impact of CTL on students' critical thinking skills in PPKn instruction during the 2021–2026 period. The study employs a Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines. Literature was sourced from Google Scholar and Scopus databases using the Publish or Perish application, then selected and managed through stages of identification, screening, eligibility, and inclusion. Data analysis was conducted using a descriptive-qualitative approach with narrative synthesis to identify patterns of findings across studies. Out of 1,248 identified articles, 10 met the inclusion criteria: research on CTL implementation in PPKn lessons at the primary school level, measurement of critical thinking skills, and publication in indexed scientific journals. The results indicate that the CTL approach has a positive impact on students' critical thinking skills, particularly in the areas of analysis, evaluation, argumentation, and decision-making. Keywords used included Contextual Teaching and Learning (CTL), critical thinking, PPKn instruction, and primary school. Research methodology was dominated by quantitative and experimental approaches, indicating a continued research focus on testing instructional effectiveness. Furthermore, the findings show that implementing CTL through components such as constructivism, inquiry, discussion, and reflection fosters active student engagement and connects PPKn material to real-life contexts. The uniqueness of this study lies in its specific focus on integrating the CTL approach with the development of critical thinking skills within the context of PPKn instruction in primary schools a topic that has rarely been examined systematically. These findings confirm that CTL is not only effective in improving learning outcomes but also plays a significant role in developing students' higher-order thinking skills. Therefore, future research is encouraged to broaden the scope of study, employ more diverse methodologies, and enhance research collaboration to strengthen the development of Civics education (PPKn) oriented towards 21st-century skills.

Barriers and breakthroughs in implementing higher-order thinking skills (HOTS) during teaching practicum: Experience of English pre-service teachers

Global challenges and 21st-century skills drive education to prioritize higher-order thinking skills (HOTS) over rote memorization. Educational reforms, including those in Indonesia, emphasize HOTS; however, their successful implementation depends on teachers' abilities. Pre-service teachers recognize the importance of HOTS but struggle to incorporate them into teaching. This study addresses a vital gap in the existing literature by exploring the experiences of six English language pre-service teachers at an Indonesian university who completed a five-month teaching practicum. Utilizing a narrative inquiry approach, the research sought to elucidate the educational experiences of these pre-service teachers and to offer valuable insights into the effectiveness of the pedagogical models employed. Through in-depth, semi-structured interviews and reflective journals, comprehensive and detailed accounts of personal and professional meaning-making processes were obtained. The findings indicated that the implementation of HOTS involves not only cognitive and technical challenges but also an emotional and identity-formation journey. While lecture notes in university courses help students catalogue theoretical concepts, they often encounter a disconnect between theory and classroom practice, leading to cognitive dissonance as they navigate multiple professional identities. Furthermore, pre-service teachers encountered significant systemic and linguistic constraints, notably students’ limited English vocabulary, strict time constraints, and an exam-oriented educational culture. They had devised strategies to address these challenges, including pedagogical adjustments such as shifting from generic textbook examples to localized, contextualized, and culturally relevant topics, as well as engaging in structured reflection on emotional challenges in collaboration with supportive mentor teachers. The insights gained from this research can inform teacher education programs in planning targeted interventions and methods and may prompt policy revisions aimed at producing graduates equipped with higher-order thinking skills. 

The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review

Learning Media and Models for Critical Thinking in Indonesian Science Education: A Systematic Review of Research Trends (2019–2024)

Analyzing current trends in science education reveals that efforts to elevate Critical Thinking Skills frequently integrate specific science learning topics alongside targeted Learning Models and Learning Media. Within this academic domain, students must move beyond mere conceptual mastery to cultivate advanced cognitive capacities, specifically analytical reasoning. Methodologically, this investigation utilized a systematic literature review supported by content analysis, harvesting peer-reviewed papers released from 2019 through 2024. Initial screening captured 200 documents, which narrowed down to 20 final publications after rigorous inclusion filtering (Prasetyo, B. and Wahyuni, 2022). Empirical results indicate that senior high school settings dominate domestic investigations regarding cognitive advancement within science learning frameworks. Physics emerges as the predominant disciplinary focus across these publications, constituting 54% of the evaluated literature. Digital platform utilization highlights Edmodo as the primary medium, recording a usage rate of 16.8%. Furthermore, discovery learning functions as the primary pedagogical framework, driving 60% of documented interventions aimed at bolstering Critical Thinking Skills. Academic contributions of this review manifest through the consolidation of contemporary data regarding effective pedagogical strategies, offering practical guidance for educators, investigators, and syllabus designers when choosing appropriate learning models and media to cultivate cognitive proficiency.

HOW STEM APPROACH THE DEVELOPMENT OF STUDENTS’ CRITICAL THINKING SKILLS IN SCIENCE EDUCATION? SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS

This systematic review attempts to close the gap by thoroughly examining the body of research to determine how well the STEM approach fosters students' critical thinking abilities. This study's methodology is a Systematic Literature Review, which yielded 224 papers from 2013 to 2025 by utilizing the keyword "STEM approach critical thinking skills in science education" in the "Article Title, Abstract, and Keywords" section of the Scopus database. The evaluation was conducted on September 10, 2025. The collected data will undergo bibliometric analysis using VOSviewer. Based on an analysis of 48 Scopus publications, the STEM framework proves successful at developing critical thinking among students, but the number of studies on this topic is still limited, indicating a research gap. STEM equips students with 21st-century skills and socio-ethical sensitivity, which is strengthened by technologies such as robotics and Metaverse. Research is dominated by the US and Indonesia, with the University of Lampung as the main contributor. Theoretically, this analysis serves as a roadmap for future research. Practically, these findings encourage educators to implement STEM as a strategy to prepare students for the challenges of the modern world, while highlighting the importance of global collaboration in this field.