<![CDATA[This study aims to describe and analyze the critical thinking skills of eighth-grade students at SMP Negeri 06 Kaur in writing exposition texts based on environmental issues published in digital media. The background of this research is driven by the low argumentative writing skills and the minimal critical utilization of digital media among students in rural-coastal areas. The method employed was descriptive qualitative. The research subjects consisted of 32 eighth-grade students. Data were gathered through an exposition text-writing test, observation of digital-based learning activities, and in-depth interviews with teachers and student representatives. Data analysis followed the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing. The critical thinking indicators were adapted from Facione's framework, which encompasses interpretation, analysis, evaluation, and inference, integrated within the structural framework of exposition texts (thesis, argumentation, and reiteration). The results revealed that the students' average critical thinking ability fell into the "Moderately Critical" category, with an overall average score of 64.50. Specifically, the capacity to interpret environmental issues reached 72% (Good), argument analysis scored 61% (Fair), evidence evaluation scored 52% (Poor), and inference/solution recommendation scored 55% (Poor). The primary constraints faced by students include limited digital literacy in validating environmental information, difficulty formulation logical arguments free from subjective opinions, and limited mastery of formal vocabulary according to standardized Indonesian spelling rules (EYD). The implications of this study emphasize the urgent need to implement Problem-Based Learning models integrated with intensive digital media literacy at the junior high school level.]]>
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