Enriching the Critical Thinking Skills of Grade 7 Students Through Error Analysis Approach

Developing students' critical thinking skills remains a persistent challenge in many educational settings. This study aimed to evaluate students' perceptions of their ability to identify mathematical errors and to investigate how the Error Analysis Approach can enhance their critical thinking skills. A three-week teaching approach that utilized Error Analysis was conducted with 35 heterogeneous students, employing a mixed-methods sequential explanatory design. Quantitative data were analyzed using mean and standard deviation for perceptions in identifying errors (factual, procedural, conceptual, careless), frequency and percentage for test score distributions, and paired t-tests to assess significant improvements in mathematical critical thinking skills (Interpretation, analysis, evaluation, inference). Qualitative data were interpreted using Colaizzi's method. Survey results showed high perceived ability to identify errors, with overall mean scores ranging from 3.23 to 3.29. Significant differences between pre-test and post-test scores were observed on the paired t-tests (p = 0.000, p < 0.05). Interview data supported these findings, highlighting the development of analytical thinking skills, reflective thinking, and self-correction, as well as strengthened problem-solving efficiency and enhanced understanding and conceptual clarity. These findings suggest that the Error Analysis Approach effectively enhances students' critical thinking skills, supporting its integration into instructional strategies.