<![CDATA[This study aimed to describe the critical thinking skills and learning activeness of ninth-grade students at MTs Negeri 1 Rokan Hilir on the topic of solid substance pressure. A descriptive quantitative design was employed. Critical thinking skills were measured using essay tests and classroom observations based on Facione’s critical thinking indicators, while learning activeness was assessed through questionnaires and classroom observations using Paul B. Diedrich’s learning activity indicators. The data were analyzed using descriptive statistical techniques. The findings revealed that students’ critical thinking skills were generally categorized as low based on both essay tests and classroom observations. Among the six critical thinking indicators, self-regulation and inference showed the lowest achievement. Students’ learning activeness was also relatively low, particularly in classroom observations, although questionnaire responses indicated higher perceived participation than was observed during learning activities. These findings suggest that current science learning has not provided sufficient opportunities for students to develop higher-order thinking and actively engage in classroom learning. The discrepancy between observational and self-reported data also indicates differences between students’ perceived and actual participation. Therefore, implementing more student-centered and inquiry-based learning approaches is recommended to enhance students’ critical thinking skills and learning activeness.]]>
