<![CDATA[This study aims to analyze the design characteristics, integration of critical and reflective thinking tasks, and the effectiveness of character-based biology modules at the high school/Phase E level using a Systematic Literature Review (SLR) approach. This study also identifies shortcomings in research regarding the development of biology modules that align with the Independent Curriculum. The SLR method was implemented in a structured manner through steps that included formulating research questions, determining inclusion and exclusion criteria, searching literature in Google Scholar, Scopus, and Garuda databases, selecting using the PRISMA procedure, data extraction, and hthematic analysis. This study analyzed 15 empirical articles published between 2022-2025, indexed nationally and internationally. The results showed that the majority of biology modules were designed using PBL, HOTS, POGIL, SETS, and CTL approaches, which effectively improved critical thinking skills and student learning outcomes. However, the integration of character values and reflective tasks has not been planned and measured, as reflection is still considered merely an add-on. These findings underscore the importance of a character-based biology module design model, which blances critical and reflective thinking tasks to support the development of critical, reflective, and character-based student profiles.]]>
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