Identification of Critical Thinking Profiles of Fifth Grade Students in Elementary Schools
Identifikasi Profil Berpikir Kritis Siswa Kelas V di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.9365Keywords:
Critical Thinking Skills, ; Elementary School Grade V, CGFAbstract
This study aims to describe the critical thinking profile of fifth-grade elementary students in solving Greatest Common Factor (GCF) problems. A descriptive qualitative approach was applied with one purposively selected participant categorized as having high critical thinking ability. Data were collected through a critical thinking test, structured interviews, and students’ written work, then analyzed using Facione’s six indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The findings reveal that the student was able to identify key information, apply appropriate solution strategies, draw consistent conclusions, and reflectively re-check the results. These results indicate that fifth-grade students’ critical thinking skills in solving GCF tasks are well developed and can serve as valuable insights for designing mathematics learning strategies in elementary schools
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