Deep Learning Research Trends in Elementary School Education: A Literature Review on the Development of Critical Thinking

Bara Septian Laraswati; Triningsih

doi:10.58737/jpled.v6i2.1745

Authors

Bara Septian Laraswati Sekolah Tinggi Agama Islam Ma’arif Kendal Ngawi
Triningsih Sekolah Tinggi Agama Islam Ma’arif Kendal Ngawi

DOI:

https://doi.org/10.58737/jpled.v6i2.1745

Keywords:

Critical Thinking, Elementary School, Deep Learning

Abstract

This study aims to examine research trends regarding the "Deep Learning" approach in primary school education, specifically focusing on its contribution to the development of students' critical thinking skills. A literature review method was employed, analyzing national and international articles published between 2018 and 2026 using the keywords "deep learning," "critical thinking," and "primary school." The data were analyzed thematically to identify trends, patterns, and the approach's contribution to critical thinking development. The findings indicate a significant rise in research interest regarding deep learning in primary schools; the approach—characterized by meaningful, mindful, and joyful learning—proved relevant in fostering students' conceptual understanding, as well as their analytical, evaluative, and problem-solving abilities. Beyond critical thinking, deep learning also contributes to the integrated development of other 21st-century competencies, such as creativity, collaboration, digital literacy, and character. However, the effectiveness of its implementation is heavily influenced by teacher competence as a facilitator, the quality of instructional design, adaptive curriculum and policy support, and infrastructure availability. This study is expected to provide a comprehensive overview of the evolution of deep learning research and serve as a foundation for future studies aimed at optimizing its application to support the development of critical thinking among primary school students in Indonesia.

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