Analysis of Student’s Critical Thinking Skills in Science Learning : A Gender-Based Analysis

The lack of studies on the development of critical thinking skills based on students' gender and the limited thinking processes demonstrated by male and female students in science classes. The purpose of this study is to analyze students' critical thinking skills in science learning: a gender-based analysis. The research sample subjects were 4th grade 107 class V students in one of the public elementary schools in the city of Surakarta. This type of research used descriptive statistics and inferential statistics to analyze the data. The novelty of this study broadens the perspective that gender differences are not a matter of superiority or weakness, but differences in cognitive strategies. The results of quantitative research data using 6 tests according to aspects of critical thinking skills according to Facione were collected by researchers and analyzed using statistical analysis. The results of this study indicate that the t-test with a significance level of 0.358 > 0.05 then H0 = accepted, and Ha = rejected, indicating that there is no significant difference. The findings of this study do not all dimensions of critical thinking show significant differences based on gender, which indicates that critical thinking skills are multidimensional and not entirely determined by gender factors. The implication of this study is that critical thinking skills are complex and multidimensional so that gender-based analysis needs to be carried out on each indicator of critical thinking not just the total score. Integrating gender-based critical thinking skills strengthening in science learning. as a reference in evaluating 21st-century skills-based learning.