Building Critical Reasoning Through Learning Deep Learning: Literature Review Systematic 21st Century Social Studies Learning in the Independent Curriculum

Abstract

Critical thinking skills are essential competencies that students must possess to face the challenges of the 21st century and the Big Data era. In the context of the Independent Curriculum, Social Studies (IPS) learning is directed at developing higher-order thinking skills through a student-centered deep learning approach. This study aims to synthesize and analyze innovative pedagogical strategies in IPS learning that can improve students' critical thinking skills and digital literacy. The method used is a Systematic Literature Review (SLR) of 25 primary literature and policy documents published in the 2022–2026 period. Data were analyzed using thematic analysis techniques through the stages of data extraction, coding, and theme synthesis. The results of the study indicate that improving critical thinking skills in IPS learning can be realized through four main pillars, namely: (1) utilizing the SOLO Taxonomy to shift learning from memorization to in-depth understanding; (2) implementing innovative learning models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and inquiry as a means of developing HOTS; (3) the integration of artificial intelligence (AI) and digital literacy as information verification tools in the era of disinformation; and (4) strengthening student agency through contextual and local wisdom-based learning. These findings demonstrate that the synergy between innovative pedagogy, digital technology, and immersive learning approaches can transform social studies learning to be more relevant, critical, and adaptive to the needs of the 21st century.

Keywords: Moral, Education, Student