Systematic Literature Review: Integrasi Adaptive Learning Environment dan Differentiated Instruction dalam Meningkatkan Computational Thinking dan Digital Literacy Siswa

Anisa Permata Sari; Munir; Wahyudin

doi:10.31004/basicedu.v10i1.10815

Authors

Anisa Permata Sari Education University of Indonesia, Indonesia
Munir Education University of Indonesia, Indonesia
Wahyudin Education University of Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v10i1.10815

Keywords:

Adaptive Learning Environment, Differentiated Instruction, Computational Thinking, Digital Literacy, Learning Media

Abstract

Perkembangan teknologi informasi dan komunikasi mendorong transformasi pembelajaran yang lebih adaptif dan personal, menjadikan computational thinking (CT) dan literasi digital sebagai kompetensi krusial abad ke-21. Penelitian ini bertujuan meninjau, mengevaluasi, dan mensintesis hasil penelitian mengenai integrasi adaptive learning environment dengan differentiated instruction (DI) dalam meningkatkan CT dan literasi digital siswa. Berbeda dengan review sebelumnya yang mengkaji adaptive learning atau differentiated instruction secara terpisah, SLR ini secara spesifik menganalisis sinergi integrasi keduanya untuk pengembangan CT dan literasi digital secara simultan. Metode Systematic Literature Review (SLR) dengan kerangka PRISMA digunakan melalui pencarian di Scopus, Web of Science, dan Google Scholar (2019–2025), menghasilkan 22 artikel yang dianalisis secara tematik. Hasil menunjukkan bahwa adaptive learning yang menyesuaikan konten dengan kebutuhan individual meningkatkan CT (berpikir algoritmik, abstraksi, pengenalan pola) dan literasi digital (penggunaan teknologi, evaluasi informasi, etika digital). Integrasi dengan differentiated instruction efektif mengakomodasi keberagaman gaya belajar dan meningkatkan engagement siswa. Namun, keterbatasan studi berskala kecil dan berjangka pendek menunjukkan perlunya penelitian eksperimental lebih luas untuk mengevaluasi dampak jangka panjang. Integrasi pendekatan ini ke dalam kurikulum dapat memperkuat efektivitas pembelajaran interaktif dan pengembangan kompetensi digital berkelanjutan

References

Acevedo-Borrega, J., Valverde-Berrocoso, J., & Garrido-Arroyo, M. del C. (2021). Computational Thinking and Educational Technology: A Scoping Review of the Literature. Education and Information Technologies, 26(5), 5673–5692. https://doi.org/10.1007/s10639-021-10490-7

Armadhani, R., & Utama, C. (2024). Implementasi Pendekatan Berdiferensiasi melalui Media Konkret, Video, dan PPT Interaktif. Jurnal Inovasi Pendidikan Dasar, 9(1), 112–122.

Asriadi, H., Istiyono, E., & Retnawati, H. (2023). Does Differentiated Instruction Affect Learning Outcome? Systematic Review and Meta-Analysis. Journal of Educational Research and Evaluation, 12(3), 421–438. https://doi.org/10.23917/jere.v12i3.8890

Contrino, S., Reyes-Millán, F., Vázquez-Villegas, J., & Membrillo-Hernández, J. (2024). Using an Adaptive Learning Tool to Improve Student Performance and Satisfaction. Computers & Education, 207, 104906. https://doi.org/10.1016/j.compedu.2024.104906

Dewi, K. Y. F., Sari, M. R., & Nurhayati, A. (2024). Differentiated Learning Model on Students’ Digital Literacy and Socioemotional Intelligence. Jurnal Pendidikan Dan Pengajaran, 57(2), 123–134. https://doi.org/10.23887/jpp.v57i2.71954

Dharmayanti, W., & Nurcahyo, R. W. (2021). Analisis dan Perancangan E-Learning Adaptif di Sekolah Menengah Kejuruan. Edumatic: Jurnal Pendidikan Informatika, 5(1), 1–10. https://doi.org/10.29408/edumatic.v5i1.2544

El-Sabagh, H. A. (2021). Adaptive E-learning Environment Based on Learning Styles and Its Impact on Students’ Engagement. Journal of Computers in Education, 8(4), 655–674. https://doi.org/10.1007/s40692-021-00188-1

Harmini, H., Muriyatmoko, D., & Mubarok, A. (2024). Pengembangan Media Pembelajaran Menggunakan Differentiated Instruction Berbasis Mobile Learning. Jurnal Teknologi Pendidikan, 26(2), 89–98.

Hasanuddin, H., Fathurrahman, A., & Prasetyo, D. (2023). Enhancing Students’ Self-Regulated Learning through Differentiated Instruction Based on Prior Knowledge: A Systematic Review. Journal of Education and Learning Studies, 6(3), 220–233.

Hasmayanti, R., Wibowo, P., & Santosa, D. (2024). Optimizing Learning: Adaptive Technology Integration in Indonesia’s Education System. Jurnal Ilmu Pendidikan, 33(1), 45–58.

Hwang, K. E. (2014). Definition, Framework and Research Issues of Smart Learning Environments—A Context-Aware Ubiquitous Learning Perspective. Smart Learning Environments, 1(4), 1–14. https://doi.org/10.1186/s40561-014-0004-5

Kurniawan, W., Anwar, Y., Jufrida, J., Kamid, K., & Riantoni, C. (2025). Personalized Digital Learning Environment with Differentiated Instruction to Foster Computational Thinking. International Journal of Emerging Technologies in Learning (IJET), 20(2), 55–70.

Liu, Z., Wang, H., & Chen, X. (2024). Bringing Computational Thinking into Classrooms: A Systematic Review. International Journal of STEM Education, 11(3), 42–58. https://doi.org/10.1186/s40594-024-00591-2

Moon, J., Do, Y., Lee, H., & Choi, S. (2020). A Conceptual Framework for Teaching Computational Thinking in Personalized OERs. Journal of Educational Technology & Society, 23(4), 94–105.

Najmah, N., Yusri, Y., & Melisa, M. (2024). Pengembangan Media Pembelajaran Berdiferensiasi Berbasis Mobile Learning pada Materi Matriks. Jurnal Pendidikan Matematika Indonesia, 9(1), 15–27.

OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Peng, T. L., Ma, Y., & Spector, J. M. (2019). Personalized Adaptive Learning: An Emerging Pedagogical Approach Enabled by Smart Learning Environment. Educational Technology Research and Development, 67(6), 1289–1311.

Pozas, M., Letzel, V., Lindner, K. T., & Schwab, S. (2021). DI Does Matter! The Effects of Differentiated Instruction on Students’ Well-Being and Academic Self-Concept. Frontiers in Education, 6, 689468. https://doi.org/10.3389/feduc.2021.689468

Prillia, E., Anisa, L., & Handayani, D. (2023). Pengembangan Media Pembelajaran Berdiferensiasi Berbasis Teknologi pada Materi Teks Prosedur. Jurnal Teknologi Pendidikan Dan Pembelajaran, 11(2), 76–87.

Rincon-Flores, E. G., Gallardo, K., & Garza, J. (2024). Improving the Learning-Teaching Process through Adaptive Learning Strategy. Education and Information Technologies, 29(2), 1895–1914.

Setiawati, R., Rahayu, W., & Sarifah, I. (2024). Membangun Lingkungan Pembelajaran Adaptif: Sebuah Systematic Literature Review. Jurnal Teknologi Pendidikan Indonesia, 10(1), 1–15.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). Association for Supervision and Curriculum Development.

UNESCO. (2018). Digital Literacy Skills Framework. UNESCO Institute for Lifelong Learning. https://unesdoc.unesco.org/ark:/48223/pf0000265403

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215

Wulandari, R., & Sari, M. (2023). Adaptive Learning Framework for Personalized Student Engagement. Journal of Learning Systems and Technologies, 5(3), 211–225.

Yengkopiong, J. (2023). Differentiation in the Classroom: A Pedagogical Approach for Student Engagement. International Journal of Education and Pedagogy, 5(2), 102–118.

Zhang, T., & Chen, L. (2022). Adaptive Learning and Digital Literacy: The Role of Personalized Feedback. Computers in Human Behavior, 135, 107392. https://doi.org/10.1016/j.chb.2022.107392