Critical Thinking Ability in the Inference Aspect in Science Learning in Elementary Schools
Abstract
This study aims to analyze the critical thinking ability in the aspect of inference in the IPAS learning process among elementary school students. This research is qualitative and employs a phenomenological design. The subjects of this study are nine fifth-grade students from SDN 01 Beruk, Karanganyar. Data collection techniques include observation, interviews, and documentation. Data validity is ensured through source and method triangulation. Data analysis is conducted through data reduction, data presentation, and verification/conclusion drawing. The results show that, in general, students have met the five indicators of the inference aspect: (1) identifying problems is evident when students can identify issues by observing events and connecting them with their existing knowledge; (2) gathering facts is evident when students can collect facts and information from various sources such as books and the internet; (3) generating alternative solutions is evident when students can produce several alternative solutions to the problems they face; (4) decision-making is evident when students consider alternatives before making a decision; and (5) providing reasons is evident when students can present relevant and logical arguments based on facts. However, there are still several aspects that need further attention to optimize this ability. The discussion of the data analysis results indicates that the critical thinking ability in the aspect of inference among elementary school students generally supports the learning process, especially in activities related to identifying facts and natural and social phenomena, as well as making rational decisions.
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