Maritza Widiastuti, Nurhasan Hamidi

Analisis Keterampilan Berpikir Kritis Siswa Sekolah Menengah Kejuruan Menggunakan Tes W-GCTA

Introduction

Analisis keterampilan berpikir kritis siswa sekolah menengah kejuruan menggunakan tes w-gcta. Analisis keterampilan berpikir kritis siswa SMK pada mata pelajaran akuntansi menggunakan tes W-GCTA. Hasil menunjukkan kategori rendah, namun tes ini layak digunakan guru untuk evaluasi berkala.

Abstract

kejuruan menggunakan tes Watson-Glaser Critical Thinking Appraisal (W-GCTA). Penelitian ini menggunakan model RED yang dikembangkan oleh Goodwin Watson dan Edward M. Glaser. Penelitian ini menggunakan metode kuantitatif analisis deskriptif. Populasi dalam penelitian ini adalah siswa kelas XI Akuntansi dan Keuangan Lembaga di salah satu SMK di Surakarta. Teknik pengambilan sampel dilakukan dengan metode sensus. Pengumpulan data menggunakan instrumen tes W-GCTA untuk mengukur keterampilan berpikir kritis siswa pada mata pelajaran akuntansi keuangan. Teknik uji validitas yang digunakan adalah validitas isi. Analisis data menggunakan analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa sekolah menengah kejuruan termasuk kategori rendah. Pada indikator mengenali asumsi, kemampuan siswa termasuk kategori rendah. Pada indikator mengevaluasi argumen, kemampuan siswa termasuk kategori tinggi. Pada indikator menarik kesimpulan, rata-rata kemampuan siswa termasuk kategori rendah. Secara teoretis, penelitian ini berkontribusi dalam menguji tes W-GCTA berlandaskan model RED untuk mengukur keterampilan berpikir kritis siswa. Secara praktis, penelitian ini menawarkan tes W-GCTA yang dapat digunakan guru sebagai alat untuk mengukur keterampilan berpikir kritis siswa secara berkala karena telah dinyatakan layak digunakan.

Review

The study "Analisis Keterampilan Berpikir Kritis Siswa Sekolah Menengah Kejuruan Menggunakan Tes W-GCTA" addresses a highly relevant and timely topic: the assessment of critical thinking skills among vocational high school students. The authors effectively utilize a robust and internationally recognized instrument, the Watson-Glaser Critical Thinking Appraisal (W-GCTA), grounded in the RED model, which lends significant credibility to their methodology. The research employs a clear quantitative descriptive approach, providing a snapshot of current critical thinking proficiency. A central finding, indicating that the overall critical thinking skills of vocational students fall into a low category, offers both theoretical contribution by validating the W-GCTA for this specific population and practical utility by offering a tested tool for educators to measure these skills periodically. Methodologically, the study's design is sound for its descriptive purpose. The decision to use a census method for the defined population (XI Accounting and Finance students at a specific vocational high school in Surakarta) ensures comprehensive data collection from the chosen group. The application of content validity for the W-GCTA instrument, coupled with descriptive statistical analysis, aligns well with the research's objective to present an accurate assessment. The detailed breakdown of results, highlighting varied performance across critical thinking indicators—low in recognizing assumptions and drawing conclusions, yet high in evaluating arguments—provides valuable nuanced insights. This granularity is particularly useful for identifying specific areas requiring educational focus and targeted interventions. While the study makes a commendable contribution by highlighting the imperative for critical thinking development in vocational settings and validating the W-GCTA, some considerations could guide future research. The scope, confined to students from a single vocational high school and a particular major in Surakarta, suggests that the generalizability of these findings might be limited. Future investigations could benefit from expanding the sample to include multiple schools, diverse vocational specializations, or different regions to offer a broader comparative understanding. Furthermore, while the study adeptly identifies the current skill level, exploring the underlying factors contributing to the observed deficiencies or proposing and testing pedagogical interventions to improve critical thinking skills would significantly enhance its practical impact beyond mere assessment. Nevertheless, this research stands as a solid foundational assessment, providing a reliable tool and a clear call to action for fostering critical thinking in vocational education.

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