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

Abstract

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.