Developing Critical Thinking in Primary Education: A Systematic Literature Review of Pedagogical Models (2020-2025) Farny Mamonto (a*), Mubiar Austin (b), Asep Deni Gustiana (b), Ade Gafar Abdullah (b)
Universitas Pendidikan Indonesia
Abstract
This study is a systematic literature review that analyzes 39 articles (2020-2025) from the Scopus database using the PRISMA framework to map the development of critical thinking in elementary education. The results show that various innovative learning models have been developed, particularly Problem-Based Learning (PBL), Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), and technology-enhanced learning. Effectiveness analysis indicates that 48.7% of the articles reported very high effectiveness, and 38.5% reported high effectiveness, resulting in a total of 87.2% of learning models achieving high effectiveness in enhancing critical thinking. Six key factors for successful implementation were identified: teacher competence, technological infrastructure, interactive learning design, social collaboration, authentic context, and metacognitive reflection. However, research gaps remain, including: limited longitudinal studies, a lack of research in resource-constrained schools, limited cross-subject integration, and non-standardized assessment instruments. The findings highlight the need for sustained investment in teacher professional development and inclusive policies to ensure equitable access to learning technologies.
