Vol.14, No.1, February 2025.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Leveling of Critical Thinking Abilities of Junior High School Students in Solving Geometry Problems.

Ari Suningsih, I Ketut Budayasa, Ismail Ismail

© 2025 Ari Suningsih, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 14, Issue 1, Pages 481-491, ISSN 2217-8309, DOI: 10.18421/TEM141-43, February 2025.

Received: 11 June 2024.

Revised: 28 October 2024.
Accepted: 23 December 2024.
Published: 27 February 2025.

Abstract:

The capacity for critical thinking varies among individuals and can be viewed as a spectrum from low to high. This qualitative study aimed to explore the development of critical thinking skills in junior high school students tackling geometry problems at SMPN 1 Ambarawa. It assessed components of logic (data, ideas, deduction, perspective) using intellectual norms (clarity, accuracy, thoroughness, relevance, logic, depth, breadth) as criteria. Data collection involved validation, task-based interviews, and written assessments, focusing on ninth-grade students in the 2022–2023 academic year. The findings revealed a range of critical thinking levels: level 2 (moderately critical), level 1 (less critical), and level 0 (minimally critical). Critical thinking is essential for solving geometry problems, and identifying students at different levels can promote equitable learning opportunities, ensuring no one is left behind in developing cognitive skills. These insights can also guide educational policies to enhance intellectual rigor in schools.

Keywords – Critical thinking, geometry, elements of reasoning, intellectual standards

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