An Analysis of Critical Thinking Skill of Senior High School Students

Abstract

(a) The purpose of this study was to examine the application and degree of critical thinking abilities among MA Futuhiyyah Kudu twelfth-grade students throughout the first semester of instruction. (b) Classroom observations revealed that not all pupils had sufficiently developed critical thinking, which is a crucial skill for senior high school students to prepare for future professional needs and higher education. This research employed a quantitative descriptive design. The population consisted of all eleven-grade students at MA Futuhiyyah Kudu, and the sample consisted of 22 students as respondents. In order to examine students' logic and depth of thought during the learning process, data were gathered using a critical thinking questionnaire that was sent via Google Forms and supplemented by essay questions. Students' critical thinking abilities were categorized into high, moderate, and low groups based on the analysis of the gathered data (c) According to the results, 14% of students had excellent critical thinking abilities, 59% had moderate critical thinking abilities, and 27% had low critical thinking abilities. The numeric results were corroborated by the essay replies, which showed that students' application of critical thinking during class activities and their classified levels were consistent. (d) In conclusion, the majority of MA Futuhiyyah Kudu eleven-grade students had modest critical thinking abilities, indicating the need for instructional strategies that further support students' growth of critical thinking throughout the teaching and learning process.