Tinjauan Pustaka Sistematis: Pengaruh Media Digital Interaktif Terhadap Kemampuan Berpikir Kritis Dalam Pembelajaran Biologi
Keywords:
PRISMA, Media Digital Interaktif, berpikir kritis, pembelajaran biologi, systematic literature review
Abstract
Kemampuan berpikir kritis adalah keterampilan penting di abad ke-21. Peserta didik wajib menguasainya dalam belajar biologi. Media digital yang interaktif dianggap sebagai cara yang bagus untuk meningkatkan keterampilan ini . Namun, masih sedikit bukti nyata yang lengkap dan menyeluruh . Penelitian ini dilakukan untuk menemukan , mengkaji , dan menggabungkan hasil dari berbagai penelitian . Studi ini membahas tentang dampak media interaktif digital terhadap kemampuan berpikir kritis dalam pelajaran biologi. Metode yang dipakai adalah Systematic Literature Review (SLR) . Metode ini mengikuti panduan PRISMA. Pencarian dilakukan menggunakan kerangka PICO ( Populasi , Intervensi , Perbandingan , Hasil ). Pencarian dilakukan di database Google Scholar, ERIC, dan Scopus . Kata kunci yang terstruktur digunakan . Dari 387 artikel yang ditemukan, 24 artikel cocok dengan kriteria . Artikel-artikel ini kemudian dijelaskan secara detail . Hasil kajian menunjukkan bahwa penggunaan media interaktif digital . Meliputi multimedia, augmented reality (AR), e-modul, simulasi virtual, dan game edukasi . Semuanya terbukti meningkatkan kemampuan berpikir kritis peserta didik dalam pelajaran biologi. Peningkatannya konsisten dan bermakna. Peningkatan rata -rata kemampuan berpikir kritis adalah antara 18% sampai 45% . Ini jika dibandingkan dengan cara belajar biasa . Faktor utama yang membuat media ini efektif adalah desain pembelajaran yang pas. Konten biologi yang sesuai juga penting. Selain itu , keterlibatan peserta aktif sangat berpengaruh . Temuan ini sangat penting . Ini bisa dipakai untuk mengembangkan pembelajaran biologi yang lebih baru. Pembelajaran ini jugaberbasis teknologi.
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Muskita, M., Subali, B., & Djukri. (2020). Effects of worksheets base the science process skills in student's critical and creative thinking. International Journal of Instruction, 13(2), 519–532. https://doi.org/10.29333/iji.2020.13236a
Nwankwo, A. L., Ugwu, T. U., Ukala, G., & Benson, O. O. (2024). The effect of hands-on activity and problem-based learning on achievement of biology students in Enugu state. Inornatus: Biology Education Journal, 4(1), 46–56. https://doi.org/10.30862/inornatus.v4i1.574
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Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2023). Analysis of students' critical thinking skills in terms of gender using science teaching materials based on the 5E learning cycle integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187–199.
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Wang, X. M., Hu, Q. N., Hwang, G. J., & Yu, X. H. (2022). Learning with digital technology-facilitated empathy: An augmented reality approach to enhancing students' flow experience, motivation, and achievement in a biology program. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2057549
Wulandari, F., Yogica, R., & Darussyamsu, R. (2021). Analisis manfaat penggunaan e-modul interaktif sebagai media pembelajaran jarak jauh di masa pandemi COVID-19. Jurnal Biologi dan Pembelajaran Biologi, 6(1), 1–10.
Yapici, I. U., & Karakoyun, F. (2021). Using augmented reality in biology teaching. Malaysian Online Journal of Educational Technology, 9(3), 40–51. https://doi.org/10.52380/mojet.2021.9.3.286
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Alkhabra, Y. A., Ibrahem, U. M., & Alkhabra, S. A. (2023). Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program. Humanities and Social Sciences Communications, 10(1), 1–10. https://doi.org/10.1057/s41599-023-01650-w
Anwar, Y. A. S., & Muti'ah, M. (2022). Exploration of critical thinking and self-regulated learning in online learning during the COVID-19 pandemic. Biochemistry and Molecular Biology Education, 50(5), 502–509. https://doi.org/10.1002/bmb.21655
Atmojo, I. R. W., Ardiansyah, R., Adi, F. P., Chumdari, C., Saputri, D. Y., & Wahyuningtyas, M. (2023). The relationship between self-regulated learning and students' critical thinking skills. Mimbar Sekolah Dasar, 10(3), 513–526. https://doi.org/10.53400/mimbar-sd.v10i3.61151
Azzahra, W., Diana, S., Nuraeni, E., Yusni, D., & Andriyatno, I. (2024). Integration of augmented reality (AR) in biology education: A systematic literature review. The Eurasia Proceedings of Educational and Social Sciences, 34, 61–70. https://doi.org/10.55549/epess.792
Barz, J., Friedrich, S., & Richter, T. (2024). The effects of digital game-based learning on cognitive and motivational outcomes: A meta-analysis. Computers & Education, 197, 104728. https://doi.org/10.1016/j.compedu.2023.104728
Chen, C.-H. (2020). Impacts of augmented reality and a digital game on students' science learning with reflection prompts in multimedia learning. Educational Technology Research and Development, 68(6), 3057–3076. https://doi.org/10.1007/s11423-020-09834-w
Durroh, L., Raharjo, T. J., Harianingsih, Subali, B., & Widiarti, N. (2025). Research trend of digital learning media in science and social studies based on problem-based learning for critical thinking skills (2020-2025). Journal of Innovation and Research in Primary Education, 4(3), 1270–1296. https://ejournal.papanda.org/index.php/jirpe/article/view/1410
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020). PBLPOE: A learning model to enhance students' critical thinking skills and scientific attitudes. International Journal of Instruction, 13(2), 89–106. https://doi.org/10.29333/iji.2020.1327a
Hidayat, R., & Wardat, Y. (2024). A systematic review of augmented reality in science, technology, engineering and mathematics education. Education and Information Technologies, 29(8), 9257–9282. https://doi.org/10.1007/s10639-023-12157-x
Jariah, A. (2025). STEM-based biology learning assisted by virtual lab Gizmos to enhance critical thinking skills of students' with different academic abilities. Jurnal Pendidikan Sains Indonesia, 13(2), 550–562. https://doi.org/10.24815/jpsi.v13i2.44843
Julianti, C., Harahap, R. D., & Safitri, I. (2022). The use of multimedia in biology learning: MAS Subulussalam Sumberjo student responses. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 4(3), 306–314. https://doi.org/10.20527/bino.v4i3.13812
Khairani, L. A., Djulia, E., & Bunawan, W. (2023). Interactive multimedia development based on STEM in improving science learning outcomes. Randwick International of Education and Linguistics Science Journal, 4(2), 428–435. https://doi.org/10.47175/rielsj.v4i2.719
Lestari, D., & Suharto, A. (2022). Integrasi teknologi dalam pendidikan sains: Studi kasus pembelajaran biologi di era digital. Jurnal Penelitian Pendidikan Indonesia, 12(2), 134–150.
Lin, P.-H., Hou, H.-T., & Chang, K.-E. (2023). A meta-analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022). Computer Applications in Engineering Education, 31(5), 1111–1131. https://doi.org/10.1002/cae.22628
Muhammad, F. A., Sudiyanto, S., & Ardianto, D. T. (2024). Media pembelajaran interaktif berbasis moving image terintegrasi problem-based learning untuk meningkatkan berpikir kritis siswa. Jurnal Pendidikan dan Pengajaran, 57(3), 493–506. https://doi.org/10.23887/jpp.v57i3.79405
Muhdhar, M. H. I. A., Rohman, F., Irawati, M. H., Sulisetijono, Sari, M. S., & Prasetyo, T. I. (2021). Integrating problem-based learning through digital teaching materials to improve critical thinking skills. Journal of Physics: Conference Series, 1869, 012061.
Muskita, M., Subali, B., & Djukri. (2020). Effects of worksheets base the science process skills in student's critical and creative thinking. International Journal of Instruction, 13(2), 519–532. https://doi.org/10.29333/iji.2020.13236a
Nwankwo, A. L., Ugwu, T. U., Ukala, G., & Benson, O. O. (2024). The effect of hands-on activity and problem-based learning on achievement of biology students in Enugu state. Inornatus: Biology Education Journal, 4(1), 46–56. https://doi.org/10.30862/inornatus.v4i1.574
Omurtak, E., & Zeybek, G. (2022). The effect of augmented reality applications in biology lesson on academic achievement and motivation. Journal of Education in Science, Environment and Health, 8(3). https://doi.org/10.21891/jeseh.1059283
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Puig, B., Blanco-Anaya, P., & Pérez-Maceira, J. J. (2021). 'Fake news' or real science? Critical thinking to assess information on COVID-19. Frontiers in Education, 6, 646557. https://doi.org/10.3389/feduc.2021.646557
Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2023). Analysis of students' critical thinking skills in terms of gender using science teaching materials based on the 5E learning cycle integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187–199.
Sinaga, S. A., & Adlini, M. N. (2025). Multimedia interaktif berbasis Edpuzzle: Upaya meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran biologi. Bioscientist: Jurnal Ilmiah Biologi, 13(3), 1775–1789. https://doi.org/10.33394/bioscientist.v13i3.17052
Wang, X. M., Hu, Q. N., Hwang, G. J., & Yu, X. H. (2022). Learning with digital technology-facilitated empathy: An augmented reality approach to enhancing students' flow experience, motivation, and achievement in a biology program. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2057549
Wulandari, F., Yogica, R., & Darussyamsu, R. (2021). Analisis manfaat penggunaan e-modul interaktif sebagai media pembelajaran jarak jauh di masa pandemi COVID-19. Jurnal Biologi dan Pembelajaran Biologi, 6(1), 1–10.
Yapici, I. U., & Karakoyun, F. (2021). Using augmented reality in biology teaching. Malaysian Online Journal of Educational Technology, 9(3), 40–51. https://doi.org/10.52380/mojet.2021.9.3.286
Zulfadli, Rohman, F., Irawati, M. H., & Sulisetijono. (2025). Critical thinking in biology higher education: A systematic literature review of theoretical and instructional framework. Multidisciplinary Reviews, 9(3), 2026146. https://doi.org/10.31893/mr.2026146
Published
2026-07-29
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Articles
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