<![CDATA[Higher-order thinking skills are essential competencies that students must possess in biology learning. However, Indonesian students' learning outcomes in science are still considered low. This study aims to identify the most frequently examined learning outcome dimensions in the implementation of the SSCS learning model, observe the patterns and trends of its application, and analyze the influence of differences in educational levels, biology content, and the integration of other approaches or media on the effectiveness of SSCS. This research employs a Systematic Literature Review method with a PRISMA approach on 20 articles published between 2019 and 2025 from the ERIC, Scopus, DOAJ, and Google Scholar databases. The review results indicate that all studies report a positive effect of SSCS implementation on student learning outcomes, with critical thinking as the most frequently examined dimension (35%), followed by cognitive outcomes, science process skills, and generic science skills. The orientation of SSCS research has shifted from predominantly quasi-experimental studies (2019-2023) toward research and development (R&D) studies (2024-2025). The effectiveness of SSCS is influenced by the characteristics of the material and its integration with other approaches, contextual materials such as ecology and environmental pollution are more compatible than memorization-based content, while integration with Education for Sustainable Development, Mind Mapping, and Islamic contexts yields greater improvements. However, research methodology quality still needs enhancement, as indicated by small samples without randomization and varied instruments across studies. These findings are expected to serve as a reference for science educators and researchers in improving biology learning in Indonesia.]]>
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