A Dimensional Analysis of Junior High School Students’ Critical Thinking Skills
DOI:
https://doi.org/10.7160/eriesj.2026.190202Keywords:
21st-century skills, critical thinking, junior high school, rational thinking, reflective thinking, skeptical thinkingAbstract
Critical thinking skills (CTS) are essential competencies for 21st-century students; however, empirical evidence indicates that their development remains suboptimal. This study aimed to map the CTS profile of junior high school students in Bali Province, Indonesia, and to examine differences across CTS dimensions. A survey design was used, involving 403 students selected through multistage random sampling from public and private schools across eight regencies and one city in Bali Province, Indonesia. Data were collected using a content-free CTS test developed by the authors, which demonstrated content validity and high reliability (Cronbach’s α = 0.920). The data were analysed using descriptive statistics and repeated-measures analysis of variance after assumption testing. The results showed that students’ overall CTS remained low, with average mastery below 60%. Significant differences were found across dimensions: evaluation and interpretation had the highest scores, whereas analysis and explanation had the lowest. These findings provide a provincial-level empirical basis for developing more targeted strategies, assessments, and educational policies to strengthen CTS.
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