The Implementation of Deep Learning Based Experiential Learning in Developing Metacognitive and Critical Thinking Skills of High School Students: A Systematic Literature Review

Abstract

This study explores the application of experiential learning to improve high school students' metacognitive and critical thinking skills in understanding electrical and non-electrical concepts. Using a Systematic Literature Review (SLR) method, this study identified and analyzed research on the integration of immersive learning in chemistry education. The abstract nature of electrolyte and non-electrolyte topics often hinders students' conceptual understanding and requires higher-level skills. The findings suggest that experiential learning fosters individualized, flexible, and reflective learning. Students participate in role-playing, modeling, and problem-solving exercises that encourage exploration, analysis, and self-development. This approach enhances students' conceptual understanding and metacognitive skills by helping them understand, remember, and evaluate their learning process. The results of the study indicate that experiential learning methods based on classroom instruction significantly increase students' ability to connect concepts, engage in critical thinking, and refine their learning. Even though it is effective, there are still issues including teacher competency gaps, inadequate technology infrastructure, and the need for curriculum adaptation. Overall, this study offers a synthetic perspective on how learning activities that are specific to experiential learning can increase metacognitive and critical thinking skills. This study offers cost-effective assistance to educators and policy makers in developing technology-based kimia education strategies that encourage understanding and analytical skills in learning complex concepts such as electrical and non-electrical.