How to cite:
Nurul Azizah, Sutarto, Jekti Prihatin. (2021). Profile of Critical
Thinking Ability of Junior High School Students on Human Blood
Circulation System Materials in Situbondo District. Journal
Eduvest. 1(10): 1047-1056
E-ISSN:
2775-3727
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Eduvest – Journal of Universal Studies
Volume 1 Number 10, October 2021
p- ISSN 2775-3735 e-ISSN 2775-3727
PROFILE OF CRITICAL THINKING ABILITY OF JUNIOR HIGH
SCHOOL STUDENTS ON HUMAN BLOOD CIRCULATION SYSTEM
MATERIALS IN SITUBONDO DISTRICT
Nurul Azizah, Sutarto, Jekti Prihatin
Jember University
E-mail: [email protected], [email protected],
jekti.fkip@unej.ac.id
ARTICLE INFO ABSTRACT
Received:
September, 26
th
2021
Revised:
October, 12
nd
2021
Approved:
October, 14
th
2021
This study aims to describe the critical thinking skills of
junior high school students on the subject of the Human
Circulatory System in Situbondo Regency. This type of
research is descriptive quantitative by using critical
thinking test questions. The number of respondents in this
study amounted to 236 students in 5 schools in Situbondo
Regency. The critical thinking test questions on the
material of the human circulatory system are in the form
of multiple choices and consist of five questions according
to the critical thinking indicators according to Ennis. The
results of the critical thinking test of junior high school
students in Situbondo Regency with the material of the
human circulatory system showed an average score of
47%, for the indicator of the ability to provide simple
explanations an average of 54%, the indicator of ability to
build basic skills an average of 48%, the indicator of ability
to conclude an average of 48%, the indicator of ability to
provide further explanation an average of 49%, and the
indicator of ability to set strategy and tactics an average
of 37%.
KEYWORDS
Ability, Critical Thinking, Human Circulatory System
This work is licensed under a Creative Commons
Nurul Azizah, Sutarto, Jekti Prihatin
Profile of Critical Thinking Ability of Junior High School Students on Human Blood
Circulation System Materials in Situbondo District 1048
Attribution-ShareAlike 4.0 International
INTRODUCTION
The development of science and technology today changes all aspects of human
life. This condition has a great influence in all fields, one of which is education (Wijaya,
Sudjimat, Nyoto, & Malang, 2016). In the 21st century, the challenge in the field of
education is to improve the quality of Human Resources (HR) so that humans are able to
compete globally (Lestari, 2014). Improving the quality of human resources through
education is focused on higher order thinking skills (HOTS) (Abosalem, 2016). HOTS is
one of the skills needed to prepare graduates who are able to compete and adapt to
changing times. Critical thinking ability is one manifestation of HOTS.
Based on the Regulation of the Minister of National Education Number 22 of
2006, it is stated that the scope of learning in the science and technology subject group is
intended to acquire advanced competence in science and technology as well as cultivate
scientific thinking critically, creatively and independently. Therefore, in learning,
students need to be equipped with critical thinking skills that can be used to analyze and
solve problems they will face in everyday life, one of which is in science learning
(Agustyaningrum, 2015).
The ability to think critically is an important thing, but the reality on the ground
is not as expected (Liberna, 2015). The critical thinking ability of junior high school
students in Indonesia is still relatively low. This is based on the four-year International
Trends in International Mathematics and Science Study (TIMSS) study conducted on
junior high school students with the characteristics of high-cognitive level questions that
can measure students' critical thinking skills, showing that Indonesian students
consistently fall in the lower ranks.
TIMSS is an international assessment of mathematics and science in grades 4 and
8 that has been and is still being held since 1995. In general, TIMSS aims to monitor
educational system outcomes related to student achievement in Mathematics and Science
(Mahmuzah, 2015). Indonesia is one of the countries that became the object of TIMSS in
the last four periods. Talking about scientific achievements, Indonesia's position is still
below the international level, as reported by TIMSS. The results of the 2003 TIMSS
study, Indonesia is ranked 35 out of 46 participating countries with an average score of
411, while the international average score is 467. The results of the 2007 TIMSS study,
Indonesia is ranked 36 out of 49 participating countries with an average score of 397, the
results of the 2011 TIMSS study, Indonesia is ranked 38 out of 42 participating countries
with an average score of 386, while the international average score is 500. The latest
results, namely TIMSS 2015 Indonesia is ranked 44th out of 49 countries (Noordyana,
2016).
Critical thinking is the ability to analyze and evaluate information obtained from
observations, experience, reasoning and communication to decide whether the
information can be trusted so that it can provide rational and correct conclusions. Critical
thinking skills require high-level reasoning, namely high logical thinking. High logical
thinking is needed by students (Savitri, 2013). This is done especially in answering
questions, because students need to use their knowledge, understanding, and skills and
relate them to new situations (Ratnasari & Widjajanti, 2015). Students can think critically
if they are involved in creative thinking on the information obtained (Roets & Maritz,
2017). Students' critical thinking ability can be described with 5 indicators according to
Eduvest – Journal of Universal Studies
Volume 1 Number 10, October 2021
1049 http://eduvest.greenvest.co.id
Ennis, including the following; provide simple explanations, build basic skills, conclude,
provide further explanations, set strategies and tactics.
Based on the description that has been described, it is necessary to conduct
research on the profile of the critical thinking ability of junior high school students in
Situbondo on the material of the human circulatory system that is able to describe the
critical thinking ability of junior high school students in Situbondo. In accordance with
the Regulation of the Minister of National Education Number 22 of 2006 it is stated that
the scope of learning in the science and technology subject group is intended to acquire
advanced competence in science and technology as well as cultivate scientific thinking
critically, creatively and independently. Therefore, in learning students need to be
equipped with critical thinking skills that can be used to analyze and solve problems they
will face in everyday life, one of which is in learning Natural Sciences. knowing the
profile of the critical thinking ability of junior high school students in Situbondo
Regency.
RESEARCH METHOD
The type of research used in this research is descriptive research with a
quantitative approach. Thus, this study discusses the critical thinking skills of junior high
school students in Situbondo Regency in solving problems of the human circulatory
system. The research subjects were students of class IX SMP in Situbondo Regency
2021/2022 a total of 236 students from 5 schools in Situbondo Regency. Data on critical
thinking skills were obtained through a research instrument, namely a critical thinking
ability test consisting of multiple choice questions developed from five indicators of
critical thinking ability according to Ennis.
This research begins by looking for valid critical thinking questions about the
material of the human circulatory system. After that, make the test in the form of a
Google Form so that respondents can do it online. The next step is to distribute critical
thinking tests to grade IX students in 5 schools in Situbondo Regency. After the data is
collected, the next step is to analyze it using descriptive analysis techniques in the form of
calculating the overall average of students' critical thinking abilities and calculating the
average of students' critical thinking abilities for each indicator.
To present the score of each indicator of critical thinking ability which is assessed
using equation:
𝐶𝑠 =
𝐶
𝑁
× 100%
Information:
Cs = Percentage of students' critical thinking skills
C = Total scores obtained by students
N = Total score
The percentage of critical thinking skills obtained by students as a whole and
each indicator, then grouped based on the criteria for critical thinking skills below [21].
Table 1. Criteria for Students' Critical Thinking Ability
Score (%)
Category
76 – 100
Very Good
51 – 75
Good
26 – 50
Enough
< 26
Not Enough
Nurul Azizah, Sutarto, Jekti Prihatin
Profile of Critical Thinking Ability of Junior High School Students on Human Blood
Circulation System Materials in Situbondo District 1050
RESULT AND DISCUSSION
The results of the critical thinking ability of grade IX students in Situbondo
Regency on the material of the human circulatory system can be seen from the results of
the critical thinking ability test which is measured based on critical thinking indicators
according to Ennis, namely: giving simple explanations, building basic skills, concluding,
providing further explanations, and organizing strategy and technique. In addition, the
results of the critical thinking ability test were measured based on the scoring guidelines
for the critical thinking ability test. The average result of the achievement of critical
thinking skills of class IX students is 47%. If seen in the table of criteria for critical
thinking skills, it is classified in the sufficient category. The following is an overview of
the average achievement of critical thinking skills for grade IX students in Situbondo
Regency as a whole.
Figure 1. Average Critical Thinking Ability of Students Overall
Based on the results of the research that has been done, it can be seen that the
critical thinking ability of each indicator is different. In the critical thinking ability test
that has been given the first question is a question to determine critical thinking ability on
indicators providing a simple explanation. The results of students' critical thinking skills
for indicators providing a simple explanation can be seen in Figure 2 below.
Eduvest – Journal of Universal Studies
Volume 1 Number 10, October 2021
1051 http://eduvest.greenvest.co.id
Figure 2. Critical Thinking Ability on Indicator
Giving a Simple Explanation
Figure 2 shows the achievement of the first indicator, which is to provide a simple
explanation. The sub-indicators in the form of students' ability to focus questions, analyze
questions, and ask and answer questions show an achievement rate of 54%. If we look at
the table of criteria for students' critical thinking skills, the indicators provide a simple
explanation, including in the good category.
Figure 3. Critical Thinking Ability on Indicator
Building Basic Skills
Figure 3 shows the achievement of the second indicator, namely building basic
skills. The sub-indicators are students' ability to consider whether the source is reliable or
not, observe, and consider the observation report, showing 48% achievement. If we look
at the table of criteria for students' critical thinking skills, the indicators for building basic
skills are included in the sufficient category.
Nurul Azizah, Sutarto, Jekti Prihatin
Profile of Critical Thinking Ability of Junior High School Students on Human Blood
Circulation System Materials in Situbondo District 1052
Figure 4. Critical Thinking Ability on Indicator Conclude
Figure 4 shows the achievement of the third indicator, namely concluding. The
sub-indicators are the ability of students to carry out and consider the results of deduction,
to carry out and consider the results of induction, and to make and determine the value of
considerations showing 48% achievement. If we look at the table of criteria for students'
critical thinking skills, the indicators conclude that they are included in the sufficient
category.
Figure 5. Critical Thinking Ability on Indicator
Provide Further Explanation
Figure 5 shows the achievement of the fourth indicator, which is to provide further
explanation. The sub-indicators are the ability to define, consider a definition and identify
assumptions, showing achievement1 49%. If we look at the table of criteria for students'
critical thinking skills, the indicators provide further explanation, including in the
"enough" category.
Eduvest – Journal of Universal Studies
Volume 1 Number 10, October 2021
1053 http://eduvest.greenvest.co.id
Figure 6. Critical Thinking Ability on Indicator Setting Strategy and Tactics
Figure 6 shows the achievement of the fifth indicator, namely setting strategy and
tactics. The sub-indicator in the form of the ability to determine an action shows the
achievement of 37%. If we look at the table of criteria for students' critical thinking skills,
the indicators provide a simple explanation that is included in the sufficient category.
Based on the results of the analysis of students' critical thinking skills for each of
the indicators described above, it can be seen that the average achievement of students'
critical thinking is in the sufficient category for 4 indicators, namely: building basic skills,
concluding, providing further explanations, and managing strategies and tactics. The
indicator provides a simple explanation that is included in the good category with an
achievement rate of 54%. The following is a description of the achievement of 5 critical
thinking indicators according to Ennis.
Table 2. Percentage of achievement of critical thinking skills for each indicator
Percentage of Achievement (%)
54
48
48
49
37
The percentage of students' critical thinking skills for each indicator is different. In
the indicator providing a simple explanation, the highest percentage of achievement is
obtained from the other 4 indicators of critical thinking skills, namely 54% in the good
category. This can happen because this indicator only contains sub-indicators which are
easier than the other 4 indicators of critical thinking skills, namely focusing questions,
analyzing questions, asking and answering questions only. Thus, the acquisition of the
percentage of achievement is classified in the good category. The following is a table of
indicators of critical thinking skills and their sub-indicators.
Nurul Azizah, Sutarto, Jekti Prihatin
Profile of Critical Thinking Ability of Junior High School Students on Human Blood
Circulation System Materials in Situbondo District 1054
Table 3. Critical Thinking Ability Indicators
No.
Indicator
Sub Indicator
1.
Give a simple
explanation
a. Focusing the question
b. Analyze questions
c. Ask and answer questions
2.
Build basic skills
a. Consider whether the source is trustworthy or not
b. Observing, considering the observation report
3.
Concluding
a. Doing and considering the results of the deduction
b. Conduct and consider the results of induction
c. Create and determine the value of considerations
4.
Provide further
explanation
a. Define, consider, a definition
b. Identify assumptions
5.
Set strategy and
tactics
a. Define an action
b. Interact with other people
The percentage of achievement of the other 4 indicators, namely; building basic
skills, concluding, providing further explanations, setting strategies and tactics belong to
the sufficient category. This can happen because this indicator contains sub-indicators
that are more difficult than the previous indicators, namely indicators that provide simple
explanations. Thus, for the 4 indicators of critical thinking skills, including building basic
skills, concluding, providing further explanation, managing strategies and tactics, it is
categorized as sufficient. While the percentage of overall achievement of the 5 critical
thinking indicators is 47% belonging to the sufficient category.
Based on the results of the research described above, efforts to improve the quality
of learning, especially in developing students' critical thinking skills, are important and
essential. To answer the problem above regarding the percentage of ability of junior high
school students in Situbondo Regency, changes are made not only in restructuring the
substance being studied, but the very basic thing is a paradigm shift from how teachers
teach to how students learn (Johnson, 2014). Learning is no longer seen as a process of
transferring knowledge to be stored in the student's memory system through repeated
practice and reinforcement (Istianah, 2013). Students must be directed to approach each
new problem/task with prior knowledge, assimilate new information, and construct their
own understanding (Apriani, 2012).
The ability to think critically is one of the basic capital or intellectual capital that is
very important for everyone, besides this ability is a fundamental part of human maturity
(Heong et al., 2011). Critical thinking is thinking rationally and reflectively by
emphasizing making decisions about what to believe and do (Priyadi, Mustajab, Tatsar, &
Kusairi, 2018).
Critical thinking is an activity of analyzing ideas or ideas in a more specific
direction, distinguishing sharply, selecting, identifying, reviewing and developing them in
a more perfect direction. This mental process analyzes ideas and information obtained
from observations, experiences, common sense or communication. People who think
critically will evaluate and then conclude something based on facts to make decisions.
One of the characteristics of people who think critically will always look for and explain
the relationship between the problems discussed and other relevant problems or
experiences.
CONCLUSION
Based on the results of the discussion, it can be concluded that the critical thinking
ability of grade IX students in Situbondo Regency on the material of the human
Eduvest – Journal of Universal Studies
Volume 1 Number 10, October 2021
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circulatory system shows an average value of 47.37% belonging to the sufficient
category. achievement on indicators providing a simple explanation 53.8% included in
the good category, achievement on indicators building basic skills 48.3% included in the
sufficient category, achievement on indicators concluded 48.3% included in the sufficient
category, achievement on indicators provided further explanation 49 .2% is in the
sufficient category, and the achievement of indicators in managing strategies and
techniques 37.3% is in the sufficient category.
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