Analysis of Science Students Critical Thinking Skill in Junior High School

Abstract

This study aims to determine the analysis of critical thinking skills of junior high school students in science lessons. This study uses descriptive qualitative research to analyze the results of tests of students of critical thinking skills of seventh-grade students in one of the junior high schools in Sukoharjo Regency, Indonesia. The method used is survey research with samples determined by purposive sampling technique. Subjects of the study sample consisted of 240 students of class VII Junior High School 2018/2019 academic year. The instrument used is a test of critical thinking skills that are adapted to aspects of critical thinking skills according to Facione. The question consists of 6 test items that have been developed by researchers and validated by experts. The results showed that critical thinking skills in every aspect were still in the low category. The results of the acquisition of each aspect of critical thinking skills are interpretation aspects by 33.84%, aspects of analysis by 33.79%, aspects of evaluation by 32.00%, aspects of inference by 34.93%, aspects of explanation by 36.59%, aspects of self-regulation by 34.29%. This is the conclusion of the critical thinking skills of junior high school students in natural science subjects in the low category.

Critical Thinking-Independent Learning: A Model of Learning to Improve Students' Critical Thinking Skills

“…Overall, the average score of the interpretation indicator is 4.15 (low category), the analysis indicator is 4.40 (low category), the evaluation indicator is 4.00 (low category), the inference indicator is 4.42 (low category), the explanation indicator is 5.00 (medium category), and the self-regulation indicator is also in the low category, namely 4.38 (Hasyim et al, 2020). Purwanto et al (2019) supported this information, which produced a low percentage of student's CTS with details of interpretation (33.84%), analysis (33.79%), evaluation (32.00%), inference (34.93%), explanation (36.59%), and self-regulation (34.29%). The results of the present study are parallel with those of Kamsinah et al (2020), which showed that the percentage of students' CTS in the indicators of analysis, evaluation, explanation, and self-regulation is 25.00% (low category), only the interpretation is of 88.00% (in the high range).…”