Enhancing Critical Thinking in Physics Education through AI: A Systematic Literature Review of Trends and Pedagogical Implications
DOI:
https://doi.org/10.52434/jpif.v5i2.43353Keywords:
Artificial Intelligence, Critical Thinking, Generative AI, Physics Education, SLRAbstract
This study aims to map research trends and analyze the pedagogical role of Artificial Intelligence (AI) in enhancing students' critical thinking skills in physics education. Employing a Systematic Literature Review (SLR) method guided by PRISMA protocols and enriched with bibliometric analysis, this study reviewed Scopus-indexed articles published between 2015 and 2025. Based on 42 mapped articles and an in-depth analysis of 12 key studies, the results indicate a significant trend shift post-2023 toward the use of Generative AI. Key findings reveal that "Role Reversal" pedagogical strategies and the use of "Socratic Tutors" are the most effective approaches for stimulating logical reasoning and scientific argumentation. In conclusion, AI has transformed from a mere visualization tool into a cognitive partner, despite remaining limitations in spatial reasoning. The study’s implications recommend the necessity of redesigning physics assessments to focus on critical validation of technological outputs rather than final answers, alongside strengthening ethical literacy to prevent student cognitive dependency.
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