ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV DALAM PEMBELAJARAN MATEMATIKA SDN 01 SEBETUNG MENYALA

Abstract

The low level of students' critical thinking skills in mathematics learning remains a major challenge in elementary schools, particularly in repeated addition topics that require conceptual understanding and logical problem-solving. This study aimed to describe the critical thinking skills of fourth-grade students at SDN 01 Sebetung Menyala based on four indicators: identifying problems, understanding and solving problems, interpreting problems, and reviewing solutions. This study employed a qualitative approach with a descriptive method. The research subjects consisted of 24 fourth-grade students, while 10 students representing high, moderate, and low critical thinking categories were selected through purposive sampling as research informants. Data were collected through tests, interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that 3 students (12.5%) were categorized as having high critical thinking skills, 10 students (41.7%) were in the moderate category, and 11 students (45.8%) were in the low category. Students in the high category fulfilled all critical thinking indicators, whereas those in the moderate and low categories experienced difficulties, particularly in interpreting problems and reviewing their solutions. These findings indicate that students' critical thinking skills need to be strengthened through student-centered mathematics instruction emphasizing problem-solving, contextual learning activities, and reflective thinking. This study provides empirical evidence that may serve as a reference for teachers in designing mathematics learning to foster elementary students' critical thinking skills.