Fitri Isnani Muzayanah, Lusi Eka Afri, Nurrahmawati Nurrwahmawati

Analysis of Class VIII Students' Critical Thinking Ability in Solving Numeration-Based Questions at SMPN 2 Kunto Darussalam

Introduction

Analysis of class viii students' critical thinking ability in solving numeration-based questions at smpn 2 kunto darussalam. Explore Class VIII students' critical thinking in solving numeration-based questions at SMPN 2 Kunto Darussalam. This study describes and analyzes their moderate abilities.

Abstract

This study aimed to describe the critical thinking skills of grade VIII students in solving numeracy-based problems at SMP Negeri 2 Kunto Darussalam. This research used a qualitative approach with a descriptive type. The subjects in this study were class VIII students of SMP Negeri 2 Kunto Darussalam, comprising 25 students. Then, six students, consisting of two students with high scores, two students with medium scores, and two students with low scores, were selected as interview subjects. Data validity was measured using triangulation techniques. The data analysis technique used the Miles and Hubberman (1984) model, which consisted of data reduction, data presentation, and concluding. The results showed that the critical thinking ability of grade VIII students in solving numeracy-based problems at SMP Negeri 2 Kunto Darussalam was moderate, with an average score of 57.8. When viewed from the FRISCO stages, focus was classified as a high category with a value of 2.76, reason was classified as a high category with a value of 2.72, inference was classified as a medium category with a value of 1.2, situation was classified as a medium category with a value of 1.16, clarity was classified as a medium category with a value of 1.52, and overview was classified as a medium category with a value of 1.6.

Review

This study undertakes a relevant investigation into the critical thinking abilities of Class VIII students, specifically in the context of solving numeration-based problems. This focus is particularly timely, given the increasing emphasis on higher-order thinking skills and practical application in modern educational curricula. Utilizing a qualitative descriptive approach, the research aimed to characterize these abilities among students at SMP Negeri 2 Kunto Darussalam. The overall finding of moderate critical thinking ability, represented by an average score of 57.8, provides a useful baseline assessment of student competence in this crucial cognitive domain. Methodologically, the study employed a thoughtful design, initially involving 25 students and then strategically selecting six students across performance levels (high, medium, low) for in-depth interviews, a suitable approach for a qualitative inquiry. The application of triangulation for data validity and the use of the Miles and Hubberman (1984) model for data analysis enhance the rigor of the research. A significant strength of this work lies in its detailed analysis through the FRISCO stages, which offers a granular breakdown of critical thinking components. The results highlight that students demonstrate strong capabilities in 'Focus' and 'Reason,' yet exhibit only moderate performance in 'Inference,' 'Situation,' 'Clarity,' and 'Overview.' While the abstract mentions a "qualitative approach," the presentation of an average score and specific numerical values for each FRISCO stage suggests a blend that, in a full paper, would warrant elaboration on how these quantitative descriptors contribute to or are integrated within the broader qualitative narrative and descriptive analysis. The disaggregated findings using the FRISCO framework provide valuable insights that can directly inform educational practice. The identified areas of moderate performance, particularly in 'Inference,' 'Situation,' 'Clarity,' and 'Overview,' pinpoint specific skill deficits that warrant targeted pedagogical interventions. Future research could expand upon these findings by delving deeper into the underlying causes for students' struggles in these particular critical thinking components, perhaps through a combination of cognitive task analysis and qualitative explorations of student misconceptions. Furthermore, exploring the effectiveness of instructional strategies specifically designed to improve inference-making, situational awareness, clarity in problem formulation, and holistic problem overview would be a logical and impactful next step, building directly on the descriptive foundation established by this study.

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