Ari Suningsih, I Ketut Budayasa, Ismail Ismail
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. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.
Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Mathematics Education, Universitas Muhammadiyah Pringsewu, Lampung, Indonesia
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