<![CDATA[Purpose – This preliminary study aimed to identify the initial condition of students’ critical thinking skills in sound wave concepts and examine current learning practices as a basis for implementing the Predict–Observe–Explain (POE) model assisted by smartphone sensors. Method – A descriptive qualitative-quantitative approach was employed involving one physics teacher and 10 Grade XI science students at SMA Bina Negara 1 Baleendah. Data were collected through semi-structured teacher interviews, a 23-item student questionnaire, and a diagnostic pretest consisting of six contextual essay questions. The data were analysed descriptively using thematic analysis, mean scores, and percentage achievement across critical-thinking indicators. Results – The findings showed that students’ critical thinking skills were low, with an average diagnostic pretest score of 48.5 out of 100. None of the students achieved the minimum competency criterion of 70. Classroom instruction remained predominantly teacher-centred, while the POE model and smartphone sensor technology had not yet been systematically integrated into sound wave learning. Novelty – This study establishes an empirical baseline that connects students’ critical thinking difficulties in sound wave concepts with the need for POE-based learning supported by smartphone sensors. The findings provide a specific foundation for developing learning activities that combine prediction, direct sensor-based observation, and evidence-based explanation. Significance – The results provide practical evidence for designing more interactive, contextual, and data-driven physics learning. They also offer a foundation for subsequent intervention studies examining the effectiveness of POE assisted by smartphone sensors in improving students’ critical thinking skills in sound wave concepts. ]]>
