<![CDATA[This study assessed baseline critical-thinking performance among undergraduate pharmacy students in a phytochemistry course and examined preliminary diagnostic evidence for an adapted California Critical Thinking Skills Test (CCTST) aligned with Facione’s dimensions. A baseline assessment was administered to 41 fifth-semester students at FKES UNIQHBA Bagu during Academic Year 2025–2026. The 30-item instrument had a maximum score of 34 points and assessed interpretation, analysis, evaluation, inference, explanation, and self-regulation. The mean total score was 14.59 ± 2.77, equivalent to 42.90% ± 8.13% of the maximum, and no student reached the 70% contextual instructional reference. Evaluation (59.80%) and interpretation (57.10%) showed the highest relative achievement, whereas self-regulation (29.80%) and explanation (26.40%) were the weakest dimensions. Cronbach’s alpha was 0.599, and item analysis revealed pronounced floor and ceiling patterns, indicating limited measurement consistency and a need for further item refinement. The findings identify explanation and self-regulation as priority areas for instructional development while supporting continued psychometric evaluation of the adapted assessment before broader use.]]>
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