Analysis of Critical Thinking Skills in Static Fluid Material with a Contextual Approach for High School Students
Keywords:
Critical Thinking Skills, Contextual, Static Fluid, Physics LearningAbstract
This research intends to examine critical reasoning abilities in stationary liquid substances within high school education. To achieve this goal, this study used a contextual test that incorporates real events into the scientific reasoning process. Using a quantitative descriptive approach, this study included 72 students in grade XII of SMA Negeri 9 Surabaya. To support the analysis, this research gathered information from an assessment of critical thinking skills that is founded on the five Ennis indicators. In addition, to support the analysis, interviews with teachers and a non-test questionnaire were used. The results indicated that the students' critical thinking skills were still considered to be at a low level; indicator achievement ranged between 50.28% and 55.28%, with the strategy and tactics indicator being the highest and the inference indicator the lowest. The results indicated that students were not yet accustomed to interpreting data, evaluating concepts, and drawing scientific conclusions in the context of static fluids. By using the five Ennis indicators applied to static fluid material and presented in a real-world context, this study is updated by analyzing each component of critical thinking skills. This differs from previous research that indicated that students were not yet accustomed to doing this. The research findings also have a significant impact on physics learning, particularly in terms of the need to develop contextually based interactive learning media that enhance thinking skills. In order to more effectively improve students' skills in critical thinking, it is suggested that this study be broadened by developing and evaluating additional educational materials.
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