Differentiated Learning with the Problem Based Learning Model Assisted by Padlet to Enhance Students’ Critical Thinking Skills: A Literature Review
Kata Kunci:
Problem-Based Learning, Differentiated Learning, Padlet, Critical Thinking SkillsAbstrak
ABSTRACT
Indonesia is currently facing the challenges of 21st-century learning, which require improving the quality of human resources through the mastery of higher-order thinking skills, especially critical thinking. However, evidence indicates that the level of students’ critical thinking skills in Indonesia remains relatively low, thus requiring innovative learning approaches that can accommodate students’ diverse learning needs while enhancing these skills. Differentiated learning combined with the Problem-Based Learning (PBL) model and supported by digital tools such as Padlet is one alternative that can be implemented. This study aims to examine the potential for improving critical thinking skills through the implementation of differentiated PBL assisted by Padlet. This study used a literature review method with a qualitative approach. The data were obtained from various relevant scholarly articles through database searches, and were then analyzed through the processes of grouping, reviewing, and synthesis to identify patterns and relationships among variables. The results indicate that PBL is proven effective in improving critical thinking skills through contextual problem-solving activities and in-depth analysis, while differentiated learning accommodates diverse student learning needs. The use of Padlet serves as an interactive medium that supports collaboration, reflection, and active student participation. The synthesis results show that the integration of differentiated PBL assisted by Padlet has strong potential to significantly improve students’ critical thinking skills and is feasible for further development and empirical research.
Keywords: Problem-Based Learning, Differentiated Learning, Padlet, Critical Thinking Skills
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