Systematic Literature Review: Pembelajaran Dialogis Berorientasi Tri Pramana dalam Pengembangan Kemampuan Berpikir Kritis
Keywords:
Pembelajaran Dialog, Berpikir Kritis, Tri Pramana, Tinjauan Literatur SistematisAbstract
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa yang masih dipengaruhi oleh praktik pembelajaran yang berpusat pada guru, sehingga diperlukan pendekatan pembelajaran yang lebih interaktif dan kontekstual. Tujuan penelitian ini adalah untuk menganalisis karakteristik pembelajaran dialogis, kontribusinya terhadap kemampuan berpikir kritis, serta peran integrasi Tri Pramana dalam pembelajaran. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan protokol PRISMA. Data diperoleh dari database Scopus dan Google Scholar dengan rentang tahun 2015–2026. Proses seleksi dilakukan melalui tahap identifikasi, screening, eligibility, dan inclusion sehingga diperoleh 20 artikel yang relevan. Hasil kajian menunjukkan bahwa pembelajaran dialogis memiliki karakteristik utama berupa interaksi argumentatif, penggunaan pertanyaan kritis, dan refleksi. Secara umum, pembelajaran dialogis berkontribusi positif terhadap pengembangan kemampuan berpikir kritis, meskipun hasilnya dipengaruhi oleh konteks implementasi. Integrasi Tri Pramana berperan dalam memperkaya proses pembelajaran melalui aspek pengalaman, penalaran, dan validasi pengetahuan. Temuan ini menunjukkan bahwa pembelajaran dialogis yang terintegrasi dengan kearifan lokal berpotensi mendukung pengembangan berpikir kritis secara kontekstual.
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