Research analysis of critical thinking skills in physics learning in higher education

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dc.contributor.authorJatmiko, Budi
dc.contributor.authorRahman, Nizar Rizki
dc.contributor.authorPrahani, Binar Kurnia
dc.contributor.authorHasyim, Faiz
dc.contributor.authorSaphira, Hanandita Veda
dc.contributor.authorKurtuluş, Muhammed Akif
dc.date.accessioned2026-01-24T12:20:56Z
dc.date.available2026-01-24T12:20:56Z
dc.date.issued2026
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractCritical thinking skills are essential competencies in 21st-century education, particularly in physics learning at the higher education level, where students must analyze, evaluate, and solve complex problems systematically. This study aims to map research trends, challenges, and innovative instructional solutions for developing critical thinking skills in physics education through a systematic literature review (SLR) method via the PRISMA protocol. A total of 18 studies published between 2014 and 2024 were systematically collected from the Scopus database and SINTA 1-2 journals. The majority of the research was conducted in Indonesia, with two additional studies from Ethiopia. Most studies have applied quantitative experimental methods, especially pretest?posttest designs, to assess the impact of learning interventions. Several studies have also utilized research and development (R&D) and mixed-method approaches. The analysis revealed diverse instructional models, including project-based learning (e.g., e-STEM, PjBLRBL), blended learning, inquiry-based learning, augmented reality integration, virtual laboratories, and pocket mobile learning. These approaches consistently improved students’ critical thinking skills, with N-Gain values ranging from moderate to high. Additional improvements in collaboration, communication, and creativity were also reported. The students’ responses to the innovative models were overwhelmingly positive. This review confirms that active, collaborative, project-based, inquiry-oriented, and technology-enhanced learning environments are highly effective in enhancing critical thinking in physics learning. © 2026, Malque Publishing. All rights reserved.
dc.identifier.doi10.31893/multirev.2026215
dc.identifier.issue5
dc.identifier.scopus2-s2.0-105020962497
dc.identifier.scopusqualityQ4
dc.identifier.urihttps://doi.org/10.31893/multirev.2026215
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4696
dc.identifier.volume9
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherMalque Publishing
dc.relation.ispartofMultidisciplinary Reviews
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260121
dc.subject21st century education
dc.subjecthigher education
dc.subjectinnovative learning models
dc.subjectmeta analysis
dc.titleResearch analysis of critical thinking skills in physics learning in higher education
dc.typeReview Article

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