Analysis of Students' Critical Thinking Disposition in Science Learning


Ni Nyoman Sri Putu Verawati , Joni Rokmat , AA Sukarso , Ahmad Harjono , Muh. Makhrus






Vol. 10 No. 1 (2024): January-June


analysis, critical thinking disposition, science learning, survey method



How to Cite

Verawati, N. N. S. P., Rokmat, J., Sukarso, A., Harjono, A., & Makhrus, M. (2024). Analysis of Students’ Critical Thinking Disposition in Science Learning. Jurnal Pendidikan Fisika Dan Teknologi, 10(1), 200–210.


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The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.


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Author Biographies

Ni Nyoman Sri Putu Verawati, Universitas Mataram

Dosen di Program Studi Pendidikan Fisika, FKIP, Universitas Mataram

Joni Rokmat, University of Mataram

Doctor of Natural Science Education Study Program

Ahmad Harjono, University of Mataram

Master of Natural Science Education Study Program

Muh. Makhrus, University of Mataram

Master of Natural Science Education Study Program


Copyright (c) 2024 Ni Nyoman Sri Putu Verawati, Joni Rokmat, AA Sukarso, Ahmad Harjono, Muh. Makhrus

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