PENGARUH PEMBELAJARAN TERPADU TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA: KAJIAN LITERATUR

Abstract

Critical thinking is an essential competency that needs to be developed through learning that encourages students to analyze information, evaluate evidence, formulate arguments, solve problems, and make reasoned decisions. One approach with the potential to develop this competency is integrated learning, which connects various concepts, disciplines, learning experiences, and real-life contexts. This article aims to analyze research on the implementation of integrated learning in improving students’ critical thinking skills and to identify research gaps as a basis for developing the TERPADU learning model. The method employed was a Systematic Literature Review (SLR) involving the stages of identification, selection, data extraction, analysis, and synthesis of relevant articles. The literature was selected based on its relevance to integrated learning and critical thinking skills and analyzed according to learning models, educational levels, subject areas, critical thinking indicators, and research findings. The results indicate that integrated learning generally contributes positively to students’ critical thinking skills through connecting concepts, contextual problem-solving, exploration, discussion, argumentation, and reflection. However, previous studies vary in terms of learning models, instructional syntax, educational levels, and critical thinking indicators. Research specifically focusing on the development of the TERPADU model, integrating academic, contextual, worldly (dunyawi), and hereafter-oriented (ukhrawi) dimensions, remains limited. Therefore, the development and empirical testing of the TERPADU model has the potential to contribute to learning innovation in science education oriented toward critical thinking skills and character development.