Differentiated Learning and Critical Thinking Skills Development in Biology: A Systematic Literature Review

Usman Usman, Rudi Repelita, Rizki Setiawan, Sholeh Hidayat

Abstract


Learning biology in the 21st century requires students to master critical thinking skills to understand complex scientific concepts. However, traditional teaching methods are often ineffective in facilitating the development of these skills. Differentiated learning offers an approach that can be tailored to students' readiness, interests, and learning profiles, thus potentially improving critical thinking skills.  This study examined the effectiveness of differentiated learning in developing biology students' critical thinking skills, as well as identifying effective differentiation strategies and barriers in their implementation. This research used the Systematic Literature Review (SLR) method and followed the PRISMA guidelines. Literature searches were conducted on academic databases such as Scopus and Google Scholar for the period 2018-2024. Differentiated learning proved effective in improving critical thinking skills with strategies such as problem-based learning, collaborative learning, and concept mapping. Barriers found include teachers' time constraints, lack of resources, and inadequate professional training.  Differentiated learning can be an effective solution to developing critical thinking skills in biology. Adequate education policy support and teacher professional development are needed to optimize the implementation of differentiated learning.

Keywords


Biology; Critical thinking; Differentiated learning; Learning strategies; Science education

Full Text:

PDF

References


Alhamuddin, A., Inten, D. N., Mulyani, D., Suganda, A. D., Juhji, J., Prachagool, V., and Nuangchalerm, P. (2023). Multiple intelligence-based differential learning on critical thinking skills of higher education students. International Journal of Advanced and Applied Sciences, 10(8), 132-139.

Ali, A., Rafiqa, R., Palliwi, E. D., Nuraini, N., and Rahmadiani, R. (2023). Implementing guided inquiry-based biology learning tools to enhance students' critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(6), 4856-4862.

Alsaleh, N. J. (2020). Teaching critical thinking skills: Literature review. Turkish Online Journal of Educational Technology-TOJET, 19(1), 21-39.

Belle, A. B., and Zhao, Y. (2023). Evidence-based decision-making: On the use of systematicity cases to check the compliance of reviews with reporting guidelines such as PRISMA 2020. Expert Systems with Applications, 217, 119569.

Bustami, Y., Syafruddin, D., and Afriani, R. (2018). The implementation of contextual learning to enhance biology students’ critical thinking skills. Jurnal Pendidikan IPA Indonesia, 7(4), 451-457.

Cumming, M. M., Bettini, E., and Chow, J. C. (2023). High-quality systematic literature reviews in special education: Promoting coherence, contextualization, generativity, and transparency. Exceptional Children, 89(4), 412-431.

de Jager, T. (2013). Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 17(1), 80-94.

El Yazidi, R. (2023). Strategies for promoting critical thinking in the classroom. International Journal of English Literature and Social Sciences (IJELS), 8(2), 26-40.

Fajrina, S., Anggriyani, R., Arsih, F., Fadilah, M., Restudila, E., Kharisma, A., and Putri, A. M. (2024). The feature of project-based learning and differentiated instruction practices in biology learning. Jurnal Penelitian Pendidikan IPA, 10(12), 10142-10151.

Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74, 101-114.

Haetami, H. (2023). The Effect of STEM-Based Differentiated Learning to Improve Students' Critical Thinking Skills: A Meta-Analysis Study. Jurnal Penelitian Pendidikan IPA, 9(9), 655-663.

Hasanah, E., Suyatno, S., Maryani, I., Badar, M. I. A., Fitria, Y., and Patmasari, L. (2022). Conceptual model of differentiated-instruction (di) based on teachers’ experiences in Indonesia. Education Sciences, 12(10), 650.

Joseph, S., Thomas, M., Simonette, G., and Ramsook, L. (2013). The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges. International journal of higher education, 2(3), 28-40.

Juanda, A. (2022). Classroom management: How important is authentic assessment of 21st century skills in biology education students. Jurnal Penelitian Pendidikan IPA, 8(1), 188-194.

Kim, K., Sharma, P., Land, S. M., and Furlong, K. P. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course. Innovative Higher Education, 38, 223-235.

Krisnawati, W. A. (2024). The effect of the application of differentiated learning as an effort to increase student learning motivation in biology subjects. PPSDP International Journal of Education, 3(2), 315-329.

Labov, J. B., Reid, A. H., and Yamamoto, K. R. (2010). Integrated biology and undergraduate science education: a new biology education for the twenty-first century?. CBE—Life Sciences Education, 9(1), 10-16.

Landrum, T. J., and McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18(1), 6-17.

Lavania, M., and Nor, F. B. M. (2020). Barriers in differentiated instruction: A systematic review of the literature. Journal of Critical Reviews, 7(6), 293-297.

Maryani, I., and Mawardi, E. (2024). The influence of problem-based differentiated learning on critical thinking skills in 5th-grade students at Muhammadiyah Suronatan elementary school, Yogyakarta. Contemporary Education and Community Engagement (CECE), 1(1), 36-47.

Meenakshi, R., and Sheeba, K. (2022). A case study of differentiated instructional strategies conducted in the classroom with teachers in a CBSE school, pallavaram. NeuroQuantology, 20(9), 1466.

Napitupulu, N. D., Ratu, B., Walanda, D. K., and Napitupulu, M. (2023). Challenges faced by science teachers in implementing differentiated learning in junior high school Palu Central Sulawesi Indonesia. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 960-966.

Ngenda, F. V., Zaini, M., and Arifin, Y. F. (2024). The effectiveness of biology education research textbooks to train students' critical thinking skills. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 6(1), 26-34.

Nur, T. D., Corebıma, A. D., Zubaidah, S., Ibrohım, I., and Saefi, M. (2023). Learning biology through thinking empowerment by questioning: The effect on conceptual knowledge and critical thinking. Participatory Educational Research, 10(1), 122-139.

Nurfianto, D. M., Saidah, K., and Primasatya, N. (2024). Case study: Problematics of implementing differentiation learning in Kediri city. Jurnal Pendidikan Dasar Nusantara, 9(2), 345-356.

Putra, G. S. (2023). The misconception in differentiated instruction practices: A literature review. Open Journal of Social Sciences, 11(1), 305-315.

Putri, Y., Cahyono, E., and Indriyanti, D. R. (2021). Implementation of flipped classroom learning model to increase student’s critical thinking ability. Journal of Innovative Science Education, 10(2), 143-151.

Safitri, N. L. (2023). Pengaruh model pembelajaran remap-nht terhadap hasil belajar kognitif siswa pada sistem ekskresi. Al Kawnu: Science and Local Wisdom Journal, 3(1), 1-10.

Teng, M. F., and Yue, M. (2023). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning, 18(1), 237-260.




DOI: https://doi.org/10.17509/ijomr.v4i2.78729

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Kantor Jurnal dan Publikasi, Universitas Pendidikan Indonesia (UPI)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats

Indonesian Journal of Multidiciplinary Research (IJOMR) is published by Universitas Pendidikan Indonesia (UPI)