Differentiated Learning and Critical Thinking Skills Development in Biology: A Systematic Literature Review

Learning biology in the 21st century requires students to master critical thinking skills to understand complex scientific concepts. However, traditional teaching methods are often ineffective in facilitating the development of these skills. Differentiated learning offers an approach that can be tailored to students' readiness, interests, and learning profiles, thus potentially improving critical thinking skills. This study examined the effectiveness of differentiated learning in developing biology students' critical thinking skills, as well as identifying effective differentiation strategies and barriers in their implementation. This research used the Systematic Literature Review (SLR) method and followed the PRISMA guidelines. Literature searches were conducted on academic databases such as Scopus and Google Scholar for the period 2018-2024. Differentiated learning proved effective in improving critical thinking skills with strategies such as problem-based learning, collaborative learning, and concept mapping. Barriers found include teachers' time constraints, lack of resources, and inadequate professional training. Differentiated learning can be an effective solution to developing critical thinking skills in biology. Adequate education policy support and teacher professional development are needed to optimize the implementation of differentiated learning.