Quality Education: Development and Validation of Analytical Thinking and Entrepreneur Thingking Skills in Science Learning

Objective: In Indonesia, programs amid the widespread were proceeded and reinforced into the Merdeka Belajar program which was actualized more comprehensively through 4 programs counting online get to, instructor preparing, learning materials, and crisis educational programs. In any case, the existing science education in Indonesia has to be changed into a unused paradigm that includes the aptitudes required within the period of mechanical transformation 4.0 and society 5.0. These skills include analytical thinking and entrepreneurial thinking. Method: This type of research is Research and Development (R&D) research with the Design-based Research (DBR) development model adapted from Plomp. Focus Group Discussion aims to equalize perceptions and make decisions on the dimensions of analytical thinking and entrepreneurial thinking skills. Focus group discussion involved 25 respondents who are experts in their fields, consisting of 25 experts including 3 professors, 10 doctors, 3 masters, and 9 practicing Senior High School Science Teachers. The research data were analyzed with descriptive statistics to obtain averages and percentages. The Focus Group Discussion process was carried out for 2 cycles to obtain an agreement regarding the dimensions of analytical thinking skills (AT) and entrepreneurial thinking skills (ETS). Results and Discussion: The results of the development of the dimensions of analytical thinking skills consist of Analysis, Organization, Generalization, and Evaluation. While the aspects of entrepreneurial thinking skills include Good Planning, Strategic Thinking, Creativity, Communication, And Leadership. The validity results show that all instruments have a validity value > 0.83%. Research Implications: The implication of this research is that this research is expected to be a reference for teachers to empower higher order thinking skills. As well as being a reference for independent curriculum education policies related to the future competencies needed by students