A Deep Learning Approach To 21st Century Skills-Oriented Science Learning: Literature Review
DOI:
https://doi.org/10.55927/marcopolo.v4i2.20Keywords:
Deep-Learning, Science-Learning, 21st Century Skills, Literature-ReviewAbstract
Students must develop a number of abilities, including critical thinking, creativity, communication, and teamwork, in order to keep up with the advancements in science and technology in the twenty-first century. As a result, scientific education must be creatively tailored to promote the development of 21st-century skills in addition to emphasizing intellectual mastery. Deep learning is one strategy seen to be pertinent to reaching this objective. The goal of this study is to thoroughly examine the idea, traits, and implementation of a deep learning strategy focused on 21st-century abilities. A literature review using a narrative review approach is the methodology employed. Scientific articles published in national and international journals between 2015 and 2025 that were indexed in Google Scholar, Scopus, and ScienceDirect provided the data. Identification phases, screening based on the appropriateness of titles and abstracts, and content analysis based on the research focus were used to choose the literature. The study's findings show that the deep learning technique enhances students' conceptual comprehension, cognitive engagement, and higher-order thinking abilities when learning science. Additionally, by integrating digital technology with problem-based, project-based, and inquiry-based learning paradigms, this method promotes the development of 21st-century skills. However, there are still challenges to its adoption, including the need for more innovative learning designs, teacher readiness, and limited facilities. Therefore, to guarantee the best possible application of deep learning and raise educational standards, support from a variety of stakeholders is required.
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