MODEL PEMBELAJARAN INOVATIF DALAM MENGEMBANGKAN BERPIKIR KRITIS, KREATIVITAS, DAN KOLABORASI: KAJIAN KOMPARATIF

Abstract

Changes in student characteristics and the demands of 21st-century competencies necessitate a learning reorientation from passive knowledge transmission to active, contextual, and higher-order thinking (HOTS)-oriented experiences. Although various studies on innovative learning models have been published, most existing literature reviews remain fragmented focusing on a single model or purely descriptive. This article aims to present a systematic literature review offering a multidimensional analytic-comparative synthesis of Problem-Based Learning (PBL), Project-Based Learning (PjBL), Cooperative Learning, Inquiry, Discovery, and Thematic Learning. The novelty of this study lies in formulating a Model-Fit Framework based on cognitive taxonomy, autonomy criteria, implementation challenges, and authentic assessment strategies. The methodology employs a systematic conceptual literature review with PICOS-based inclusion criteria on reputable publications from 2020 to 2026. Comparative analysis demonstrates that PBL is superior in fostering critical problem analysis, whereas PjBL excels in applied creativity and long-term collaborative project management. This review contributes a conceptual prescriptive guide for educators to select and design instructional models tailored to content complexity and learner readiness.