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All Journal Jurnal Pendidikan Fisika dan Teknologi Integrated Science Education Journal
Masduki Masduki
Sriwijaya University
Education Physics Social Sciences

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Analysis of Students' Critical Thinking Skills on Heat and Temperature Topic: A Diagnostic Study on Grade VII Junior High School Students Masduki Masduki; Hamdi Akhsan; Ketang Wiyono; Melly Ariska
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12169

Abstract

Critical thinking is an essential competency in 21st-century science learning that supports students in analyzing information, solving problems, and making evidence-based decisions. However, the profile of junior high school students' critical thinking skills on the topic of temperature and heat has not been comprehensively mapped using indicator-level diagnostic data. This study aims to describe the critical thinking profile of seventh-grade students at SMPN 4 Mesuji Makmur on the topic of temperature and heat, based on Ennis's (2011) five critical thinking aspects and 12 indicators, using a descriptive instrument supported by qualitative interview data. A quantitative descriptive approach supported by qualitative interview data was employed. Subjects comprised 94 seventh-grade students selected through total sampling. The instrument was a 25-item multiple-choice critical thinking test based on 12 Ennis (2011) indicators (2–3 items per indicator), validated by two expert lecturers through Content Validity Ratio (CVR ≥ 0.42), Product Moment correlation (r > 0.361), and Cronbach's Alpha reliability (α = 0.78). Data were analyzed using descriptive statistics and the interactive model of Miles, Huberman, & Saldaña (2014). Results showed that the average critical thinking achievement was only 46.77% (SD = 8.43), in the low category (Arikunto, 2013), with 71 students (75.5%) in the low category, 18 students (19.1%) in the medium category, and 5 students (5.3%) in the high category. All five aspects were low: providing simple explanation (47.47%), building basic skills (43.94%), inferring (45.45%), providing advanced explanation (43.94%), and managing strategies and tactics (53.03%). Building basic skills and providing advanced explanation were the weakest aspects. These findings suggest the need for inquiry-based and practicum-oriented instruction specifically targeting observational reasoning and conceptual definition skills in temperature and heat learning.
Beyond Mean Comparison: Assessing the Proportional Diostribution of Critical Thinking Mastery in Problem Based Learning on Pressure Concepts Using Chi-Square Analysis Masduki Masduki; Hamdi Akhsan; Sardianto Markos Siahaan; Ketang Wiyono
Integrated Science Education Journal Vol 7 No 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i3.3068

Abstract

Purpose of the study: The study evaluates the effectiveness of Problem-Based Learning (PBL) in improving students’ critical thinking mastery of pressure concepts by analyzing the proportional distribution of mastery rather than relying solely on mean score comparisons. Methodology: A quasi-experimental pretest-posttest nonequivalent control group design was employed with 60 eighth-grade students selected through purposive sampling from intact classes. Students were assigned to a PBL group (n=30) or a conventional instruction group (n=30). Critical thinking was measured using a validated 10-item multiple-choice test adapted from Ennis’s indicators. Baseline equivalence was tested with the Mann–Whitney U test, within-group mastery shifts with McNemar’s test, and between-group distributional differences with the Chi-square test of independence. Reliability was confirmed (Cronbach’s α = 0.86). Main Findings: The PBL group achieved a significantly higher mastery rate (83%) compared to the conventional group (60%), χ²(1) = 4.02, p = 0.045, with a moderate effect size (Cramer’s V = 0.26). McNemar’s test confirmed a statistically significant mastery transition within the PBL class (p < 0.05). The strongest gains occurred in analytical explanation and inferential reasoning dimensions. Novelty/Originality of this study: Analyzing mastery distribution reveals equitable learning outcomes that mean comparisons obscure. The findings demonstrate that PBL systematically shifts categorical achievement toward competency thresholds, particularly in higher-order cognitive dimensions. In practice, this supports the adoption of distributional analysis in classroom assessment. The study’s novelty lies in its methodological shift from continuous mean scoring to categorical mastery distribution, offering a more pedagogically relevant framework for evaluating instructional equity.
Co-Authors Hamdi Akhsan Hamdi Akhsan Ketang Wiyono Melly Ariska Sardianto Markos Siahaan