Critical Thinking Skills in Mathematics Learning through a Differentiated Learning Approach in the Era of Independent Curriculum: Systematic Literature Review
DOI:
https://doi.org/10.56916/jirpe.v4i3.1453Keywords:
Differentiated Instruction, Critical Thinking, Merdeka Curriculum, Mathematics Education, Systematic Literature ReviewAbstract
This study aims to explore the integration of differentiated instruction and the development of students' critical thinking skills within the context of the Merdeka Curriculum (Independent Curriculum) in elementary mathematics education. Employing a Systematic Literature Review (SLR) method, this research analyzed 8 peer-reviewed journal articles published between [insert year range]. The findings reveal that differentiated instruction through content, process, product, and learning environment adjustments significantly contributes to enhancing students’ critical thinking skills, including analysis, evaluation, inference, and problem-solving abilities. Differentiation enables learning personalization based on students’ readiness, interests, and learning profiles, thereby creating equitable and inclusive learning environments. The implementation of differentiated learning media, such as digital worksheets and interactive e-modules, further supports student engagement and cognitive development. However, several challenges persist, including teachers’ limited competence in differentiation strategies, time constraints, and the demands of managing heterogeneous classrooms. Despite these challenges, differentiated instruction aligns with the principles of the Merdeka Curriculum, which emphasizes student agency, diversity, and the cultivation of 21st-century competencies. The review also highlights the crucial role of teacher training, curriculum support systems, and innovative teaching practices in optimizing the implementation of differentiation in mathematics instruction. This study recommends the institutionalization of professional development programs, the design of adaptive learning media, and further empirical research on the long-term impact of differentiation on students’ cognitive and character development. In addition, specific statistical results from the reviewed articles (e.g., effect sizes, sample characteristics) should be integrated where available to strengthen the synthesis. The integration of differentiated instruction and critical thinking within the Merdeka Curriculum represents a transformative shift toward inclusive, student-centered mathematics education in Indonesian elementary schools.
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