Ecosystem Material as A Module Content to Improve Students’ Critical Thinking

Critical thinking skills are a key competency in line with curriculum requirements that emphasize the development of students’ ability to analyze and resolve issues, including in biology lessons. This study’s objective was to analyze the emergence of critical thinking in high school biology teaching modules on ecosystem material in Surakarta. The type of research was qualitative descriptive. The population consisted of high school biology teachers in Surakarta. The sample consisted of 15 biology teachers, one teacher from each school (Public, Private and Muhammadiyah). Sampling was conducted using purposive sampling, and each teacher analyzed five teaching modules.The research instrument used was an instrument to identify the emergence of critical thinking in biology teaching modules.The study’s findings indicate that the emergence of critical thinking in each indicator differs between Negeri, Swasta and Muhammadiyah schools. Thus, it can be concluded that the critical thinking skills that most frequently appear in the teaching module are those of the Muhammadiyah group (34.92%) with indicators such as providing simple explanations and invisible indicators such as providing further explanations and indicators of strategy and tactics. These findings can provide information to high school biology teachers regarding critical thinking skills.