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All Journal Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Dewa Dwi Pranahita
University of Mataram
Agriculture, Biological Sciences & Forestry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The Role of Critical Thinking Skills in Enhancing Students' Concept Mastery Through Innovative Learning Strategies: A Systematic Literature Review Dewa Dwi Pranahita; Ni Ketut Anggriani; Nanda Aulia Pratiwi; Paramita Putri Apriyani; Sintya Dewi Lestari
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2067

Abstract

The demands of 21st-century education require students to possess higher-order thinking skills (HOTS) to deeply and critically understand concepts in facing the complexities of the modern world. This study aims to systematically review the relationship between critical thinking skills and students’ concept mastery through a systematic literature review (SLR). The method involved selecting and analyzing ten relevant journal articles published within the last ten years. The findings indicate that critical thinking skills play a significant role in enhancing students’ concept mastery. Furthermore, innovative learning strategies such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Concept Mapping, and Virtual Laboratory were consistently found effective in developing both variables. These strategies improve students’ abilities in analysis, synthesis, and evaluation, thereby strengthening comprehensive conceptual understanding. This review provides important implications for educators and curriculum developers to integrate learning approaches that stimulate critical thinking skills to achieve optimal concept mastery in the context of 21st-century education.
The Role of Instructional Models in Improving Students’ Mastery of Science Concepts: A Literature Review Sintya Dewi Lestari; Paramita Putri Apriyani; Ni Ketut Anggriani; Dewa Dwi Pranahita
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2496

Abstract

Science concept mastery is an important aspect of learning because it plays a crucial role in enhancing students’ ability to understand and apply scientific knowledge. However, in practice, science concept mastery remains a common challenge due to the dominance of conventional, teacher-centered instructional approaches. This study aims to examine various learning models used to improve students’ science concept mastery, identify the most dominant learning model, and analyze the distribution of research based on educational level, science subject matter, and the dependent variables investigated. The research employed a literature review method involving 16 national and international journal articles published between 2016 and 2025, analyzed using the PRISMA approach. The findings indicate that guided inquiry is the most widely implemented learning model and demonstrates consistent effectiveness, particularly in physics and integrated science learning at the senior high school level. In addition, Problem-Based Learning (PBL) and Project-Based Learning (PjBL) serve as effective supporting models in connecting science concepts to real-life contexts and fostering higher-order thinking skills. These findings emphasize the importance of implementing inquiry-oriented and student-centered learning models to enhance students’ mastery of science concepts.
The Effectiveness of Project-Based Learning Models in Enhancing Critical Thinking Skills: A Literature Review Nanda Aulia Pratiwi; Ni Ketut Anggriani; Dewa Dwi Pranahita
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2057

Abstract

Critical thinking skills are essential competencies in the 21st century that students must possess. The Project-Based Learning (PjBL) model is believed to be an effective pedagogical approach to develop these skills. This study aims to describe the trends and effectiveness of the PjBL model in enhancing students' critical thinking skills based on a literature review. This study employs a descriptive literature review approach by analyzing relevant scientific publications from the last ten years. A bibliometric analysis using VOSviewer was also conducted to map research topic trends. The analysis results indicate that research on PjBL and critical thinking has significantly increased. The PjBL model, whether implemented purely or integrated with other approaches such as STEM, is consistently proven effective in enhancing critical thinking skills across various educational levels and subjects. This effectiveness is driven by the PjBL syntax that emphasizes real project-based learning, collaboration, and problem-solving, which directly trains students' metacognitive and analytical aspects.
Critical Thinking and Literacy in the Digital Era: A Literature Review on Essential Skills for 21st Century Learners Ni Ketut Anggriani; Nanda Aulia Pratiwi; Dewa Dwi Pranahita; Paramita Putri Apriyani; Sintya Dewi Lestari
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2064

Abstract

The rapid development of digital technology has transformed the way individuals access, process, and utilize information in various aspects of life, including education. In the context of 21st-century learning, students are required to possess digital literacy and critical thinking skills to evaluate information effectively in an increasingly complex digital environment. This study aims to analyze the relationship between digital literacy and critical thinking as essential skills for 21st-century learners. This research employed a Systematic Literature Review (SLR) method by examining 30 scholarly articles published between 2016 and 2025. The data were collected from several academic databases, including Google Scholar, DOAJ, ERIC, and ScienceDirect, using the keywords critical thinking, digital literacy, digital learning, and 21st-century skills. The article selection process followed the PRISMA approach, while thematic analysis was used to identify research patterns and key themes. The results indicate that digital literacy plays a significant role in enabling students to access, understand, and critically evaluate digital information. Furthermore, the integration of digital technology in learning environments can enhance students’ critical thinking skills through activities such as information analysis, online discussions, and collaborative learning. The findings also reveal that digital literacy and critical thinking are closely interconnected and mutually reinforcing competencies that support effective learning in the 21st century. Therefore, integrating these competencies into educational curricula is essential to prepare students for the challenges of the digital era.
Co-Authors Nanda Aulia Pratiwi Ni Ketut Anggriani Paramita Putri Apriyani Sintya Dewi Lestari