LITERATURE REVIEW OF LITERARY LEARNING MODELS FOR DEVELOPING STUDENTS' CRITICAL THINKING

Abstract

This study examines literature teaching models in fostering students’ critical thinking skills through a systematic literature review. The problem underlying this research is the tendency of literature instruction to focus on structural analysis and memorization rather than promoting higher-order thinking skills, particularly critical thinking. Although various teaching models have been implemented, comprehensive synthesis regarding their contribution to critical thinking development remains limited. Therefore, this study aims to identify, analyze, and synthesize literature teaching models that effectively enhance students’ critical thinking skills. The research employed a systematic literature review method by collecting and analyzing relevant scholarly articles from reputable national and international journals published within the last fifteen years. The selection process involved identification, screening, eligibility assessment, and content analysis. The findings reveal that participatory and dialogical models such as the reader-response approach, problem-based learning, discussion and debate strategies, and contextual teaching demonstrate significant potential in developing students’ analytical, evaluative, interpretative, and reflective abilities. However, the effectiveness of these models depends on teachers’ pedagogical competence, classroom interaction quality, and appropriate assessment instruments. The study concludes that well-designed literature instruction can serve as a strategic medium for cultivating critical and reflective learners in contemporary education.