Decoding Critical Thinking and Learning Interest: An Analytical Inquiry into Primary Learners’ Cognitive Profiles

Critical thinking skills and learning interest are increasingly recognized as essential priorities in schools worldwide. Although research in this emerging field is expanding, the current state of students’ critical thinking skills and learning interest remains insufficiently explored. This study investigates the classification and underlying factors influencing critical thinking skills and learning interest among 250 fourth-grade students from five elementary schools in Trenggalek Regency, East Java. A quantitative descriptive survey design was employed. Data collection involved two main instruments: standardized assessments of critical thinking and structured questionnaires on learning interest, supported by documentary analysis. The findings indicate a concerning trend: most students demonstrated low levels of both critical thinking skills and learning interest. Further analysis identified several contributing factors, including student engagement, instructional quality, school environment, parental involvement, and broader systemic influences from educational stakeholders. These results underscore the urgent need for comprehensive and multi-level educational reforms to support cognitive and motivational development in elementary education. The study calls for continued research and discussion on specific factors affecting the development of critical thinking skills and learning interest.