A Systematic Literature Review of Discovery Learning for Improving Critical Thinking Skills in Junior High School
DOI:
https://doi.org/10.30736/seaj.v8i2.1327Keywords:
critical thinking, discovery learning, junior high school studentsAbstract
Critical thinking skills are among the most important in 21st-century education. Discovery Learning is considered relevant because it emphasizes active student involvement in discovering concepts through the stages of stimulation, problem identification, data collection, data processing, verification, and generalization. This study aims to analyze the application of the Discovery Learning model in improving junior high school students’ critical thinking skills in science learning. The study employed the Systematic Literature Review (SLR) method. This study utilized the PRISMA approach to analyze articles published between 2021 and 2025 related to Discovery Learning and critical thinking skills, as evidenced by the increase in both posttest average scores and N-Gain scores in the experimental class. The effectiveness of learning increases when this model is combined with innovative media, such as PowerPoint, microlearning videos, augmented reality (AR), and student worksheets that incorporate local wisdom-based approaches. These media help students understand abstract concepts visually and contextually, thereby increasing motivation, participation, and independent learning. It can be concluded the reviewed studies suggest that Discovery Learning has the potential to support the development of students’ critical thinking skills in science learning for strengthening junior high school students’ critical thinking skills in science learning, mainly when supported by innovative and contextual learning media.
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