SYSTEMATIC REVIEW article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1559853
This article is part of the Research TopicEducation To Enhance The Inclusion Of All LearnersView all 12 articles
Unveiling the impact of differentiated instruction in critical thinking skills: A Bibliometric Analysis
Provisionally accepted
Sigit Wahyudi*
Soetarno JoyoatmojoAniek HindrayaniMintasih IndriayuSalman Alfarisy Totalia
Silky Roudhotus Sa'adah- Sebelas Maret University, Surakarta, Indonesia
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Differentiated Instruction (DI) strategy is an alternative to learning in overcoming the differences in students' thinking styles that affect Critical Thinking Skills (CTS). DI can be used as an alternative to overcome the gaps occurring due to differences in learning styles, learning interests, and student ability levels in the class that have an impact on students' CTS. This research to exploring research trends during the past 15 years (2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024) concerning the nexus between DI strategies and the CTS of students through bibliometric analysis. Based on Scopus as the primary data source, comprehensive searching was carried out in order to provide relevant publications. Bibliometric software such as VOSviewer was used to visualize author collaboration networks, keyword co-occurrences, and thematic trends in the area Based on the research results obtained, no research has focused on DI relating to and influencing the students' CTS. Some obstacles are still found in implementing DI in the classroom. Research discussing DI and CTS will have significant novelty because it discusses not only the implementation of DI in the classroom but also what will happen to CTS carried out using DI strategies and alternative solutions to the implementation of DI in the classroom. Additionally, the analysis further identifies several difficulties faced in successfully implementing DI strategies in classroom settings. This study contributes to existing literature by specifying areas for further research and by indicating the value of DI in not only tailoring learning to the individual, but also to building higher-level thinking skills such as critical thinking. These outcomes are expected to inform educators, researchers, and policymakers in the development of more targeted and potent instructional interventions.
Keywords: Differentiated Instruction, Differentiated instruction Inhibiting Factors, Differentiated Instruction Implemented Solutions, Critical thinking skills, bibliometric analysis
Received: 13 Jan 2025; Accepted: 21 May 2025.
Copyright: © 2025 Wahyudi, Joyoatmojo, Hindrayani, Indriayu, Totalia and Sa'adah. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Sigit Wahyudi, Sebelas Maret University, Surakarta, Indonesia
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