Literature Review : Analisis Strategi Pembelajaran Berdiferensiasi terhadap Kemampuan Berpikir Kritis Matematika

Abstract

In recent years, there has been an increase in the number of studies exploring the relationship between differentiated instruction and students' critical thinking skills from various perspectives. This research aims to review the literature discussing the application of differentiated instruction as an effort to enhance critical thinking skills in mathematics learning. Using a literature review method, this study analyzes previous research findings on the impact of differentiated instruction on critical thinking skills in mathematics. The data used were sourced from journal articles published in the last five years to ensure relevance. The analysis results indicate that differentiated instruction is effective in improving students' critical thinking skills by accommodating differences in learning styles, ability levels, and interests. However, the implementation of this method faces challenges, such as more complex classroom management and the need for diverse material preparation. This research provides in-depth insights into teaching strategies that can promote students' critical thinking skills in mathematics. Its implications highlight the need for more adaptive and inclusive teaching approaches to optimally support students' academic development in the context of mathematics education