Title: Can a Differentiated Inquiry Model Assisted by Padlet Really Solve the Historical Literacy Challenge? A Systematic Literature Review
Authors: Wike Cahyani Suci, Nurul Umamah, Anis Syatul Hilmiah, Fachri Zulfikar
Volume: 9
Issue: 6
Pages: 24-34
Publication Date: 2025/06/28
Abstract:
This study aims to examine the effectiveness of the Padlet-assisted Differentiated Inquiry model on students' Historical Literacy. To achieve this goal, a systematic literature review was conducted on 15 international articles published in the 2020-2025 period. The articles were obtained from accredited international journals such as Taylor & Francis, Springer, and ERIC, and selected through a rigorous process based on relevance to the problem formulation, methodological quality, and suitability to the research focus. Data were collected through the stages of identification, evaluation, and synthesis of findings from selected articles, then analyzed quantitatively to assess the effectiveness of the learning model being studied. The results of this study indicate that the application of the Padlet-assisted Differentiated Inquiry model has a significant positive impact on improving students' Historical Literacy. This can be seen from the post-test scores in various literature studies which show an increase in students' ability to read historical sources critically. The findings of several studies prove that the Padlet-assisted Differentiated Inquiry learning model is an innovative learning model in history learning. The recommendation from the results of this study is that educators are advised to integrate the Differentiated Inquiry learning model assisted by Padlet into learning as a strategic effort to improve students' Historical Literacy in a sustainable manner.