Rafa' Anugrah Putri, Parno, Robi Kurniawan, Marlina Ali
This study aims to determine students' critical thinking skills (CTS) in heat and thermodynamics material. The research method used is quantitative methods. In this study, students were given a critical thinking test and continued with interviews with several students regarding the critical thinking test. The number of respondents was 50 students. Students' critical thinking skills were measured using the CTS Heat and Thermodynamics Test with 29 essay questions with a reliability of 0.968 with high category. Data analysis used descriptive statistics followed by classification based on heat and thermodynamics subtopics, CTS indicators, and levels of critical thinking skills. The survey results showed that students' CTS was in the high category on the topic of heat and thermodynamics, as well as on the subtopics of heat effect and change, ideal gas, and carnot cycle and heat engine. Students' had a very high CTS for the advanced clarification, but students' had a low CTS for the strategies and tactics and for other indicators students' CTS reached the high category. Based on the analysis of student response diversity, students still found it difficult to analyze questions so that their answers were correct but did not have the right reasons. Therefore, further researchers need to facilitate the growth of students' CTS indicators in learning that presents authentic problems, determines between concepts with each other and designs solutions in the form of miniature technology. In this case, the right learning is authentic problem-based learning integrated with STEAM and Formative Assessment. © 2026 Author(s).
Physics Department, Universitas Negeri Malang, Indonesia; School of Education, University Technology Malaysia, Johor, Malaysia
