Chemistry Learning Models in Improving Critical Thinking Skills: Systematic Literature Review

Navilah Mayza(1), Solihin Solihin(2), Miterianifa Miterianifa(3*)


(1) Universitas Negeri Islam Sultan Syarif Kasim Riau
(2) Universitas Negeri Islam Sultan Syarif Kasim Riau
(3) Universitas Negeri Islam Sultan Syarif Kasim Riau
(*) Corresponding Author

Abstract


This study aims to provide a comprehensive overview of the influence of learning models on improving students' critical thinking skills in chemistry learning. This is done through the Systematic Literature Review (SLR) approach. This research was conducted because students' critical thinking skills are still low and demand more effective learning strategies in accordance with constructivist treatment. In addition, this study was also conducted to measure the effectiveness of constructivist-based learning models themselves. This review process follows the PRISMA flow, which is the stage of identification, screeing, and inclusion of articles. This research uses accredited national journals from 2020 to 2025. The total number of initial articles was 1,883 articles and only 7 articles met the research criteria, and then resynthesized. The results of this synthesis show that student-centered learning models, namely Discovery Learning, Guided Discovery, Problem Based Learning, Project Based Learning, Guided Inquiry, Scientific Critical Creative Thinking, and Remap NHT, consistently have the power to express critical thinking indicators, namely analysis, inferences, simple explanations, and decision-making. These results illustrate that the constructivist learning model as one of the constructivist learning models used is certainly the right learning strategy to improve students' critical thinking skills

Keywords


Learning model, Critical thinking, Chemistry learning, SLR

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DOI: https://doi.org/10.26714/jps.14.2.2026.XX-XX

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