PRISMA's Guided Review of Critical Thinking Development in Physics Education Across Educational Levels and Topics

Dudy Prasetyo Rahmadhani; Supahar Supahar; Heru Kuswanto; Tugirin Tugirin

doi:10.71094/vkj.v4i1.302

Authors

Dudy Prasetyo Rahmadhani Department of Physics Education, Yogyakarta State University, Indonesia
Supahar Department of Physics Education, Yogyakarta State University, Indonesia
Heru Kuswanto Department of Physics Education, Yogyakarta State University, Indonesia
Tugirin Department of Physics Education, Yogyakarta State University, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.302

Keywords:

Critical Thinking, Physics Education, Project-Based Learning

Abstract

Critical thinking is an essential competency in 21st-century physics education. However, comprehensive evidence regarding instructional models, assessment approaches, educational levels, physics topics, and recent research trends remains limited. This study aimed to synthesize recent research on the development of critical thinking in physics education through a systematic literature review. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A search of the Scopus database identified 118 records published between 2017 and 2024. After the identification, screening, and eligibility stages, 64 articles met the initial criteria, while 12 studies satisfied all inclusion criteria and were analyzed using qualitative content analysis. The findings indicate that Project-Based Learning (PBL) was the most frequently implemented instructional model, appearing in 3 of the 12 reviewed studies (25%). Problem solving was the most commonly assessed critical thinking indicator, and authentic assessment methods were increasingly adopted. Research was concentrated at the senior high school and higher education levels and predominantly focused on General Physics. This review provides a multidimensional synthesis of instructional models, assessment practices, educational contexts, physics topics, and research trends. The findings offer evidence-based guidance for physics educators, curriculum developers, and researchers while highlighting future research opportunities involving artificial intelligence (AI), local wisdom, and underexplored educational contexts and physics topics.

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