A Profile of senior high school student’s critical thinking skills in physics learning

In the 21st century, students are required to have skills, one of which is Critical Thinking Skill (CTS) in physics learning. Physics aims to master concepts and principles to solve problems by applying critical thinking skills in physics learning. This study aims to analyze the CTS profile of Senior High School (SHS) in physics learning. This current research is pre-research with 107 of 10th grade students as participants. This research was conducted in a high school in Indonesia. CTS has four indicators: interpretation, analysis, evaluation, and inference. In this study, the CTS profile of high school students in physics learning is still low. The implications of this study can be used as a bridge as clear evidence that the CTS of SHS students in physics learning is still low and needs to be leveled up.


Introduction
Education is an essential aspect of a nation and country.Students are required to have skills by the development of education in the 21 st century [1,2].The 21 st skills include problem-solving, critical thinking, communication and collaboration, creativity, and innovation [3].The development of 21stcentury skills must be supported by good learning conditions in schools [4,5].Students must possess critical thinking skills (CTS) because CTS plays an active role in logical thinking, discussing, and solving student problems [6][7][8].CTS is a higher-order thinking skill that increases the critical analytical power of learners.CTS indicators are: interpretation, analysis, evaluation, and inference [9,10].One of the subjects that supports CTS is physics [11].
Physics is the basic of science.Physics is the science of behavior and symptoms of natural phenomena [12,13].Learning physics aims to master concepts and principles that can solve problems by applying critical thinking skills [14,15].However, physics is a subject that learners avoid because students need help learning many formulas.Students need effective learning models and media by teachers [16,17].Some students have difficulty interpreting physics concepts with multiple meanings [18][19][20].Considering these issues, research directed at the CTS profile of SHS students towards physics learning is needed.

General Background of Research
This study is pre-research to examine SHS students' CTS profiles in physics learning, with 107 10 th grade students as participants.This study aims to analyze the CTS profile of Senior High School (SHS) in physics learning.The samples student were chosen randomly [21,22].

General background of research sample
This research was conducted in one of SHS in Surabaya city using a randomized sampling.The participants were 107 students in the 10 th grade.

Research procedure
(1) Researchers conduct literature studies related to CTS; (2) researchers identify learners' CTS in physics; (3) researchers design the CTS test instruments; (4) Three experts validated the instruments; (5) researchers revised the test instrument based on the suggestions of the three validators; (6) researchers conducted tests participants using the validated test instruments to examine their CTS profile in physics learning; (7) researchers analysed the data; (8) researchers identified the results; (9) researchers drew conclusions based on the data analysis.

Research instruments
In order to analyse the CTS profile of SHS students in physics learning, three experts checked the validity and reliability of the test instruments.The results are shown in Table 1.

Data analysis
The analysis was done using a qualitative descriptive.The analysis results showed the initial CTS profile of SHS students in physics learning.The results can be used as a recommendation in CTS-based physics learning.

Results and Discussion
The test instruments were given to the participants after being declared as valid and reliable by the validators.The findings of the students' CTS analysis are provided in Table 2.  2 explains that the CTS of students is still relatively low.The average scores of students from all three classes were in the low category.These results show that the students' needs to be increased.Some students could not answer any CTS questions.These low scores are strong evidence that CTS must trained for high school students.

CTS consists of four indicators.
There are examples of answers from students on each CTS indicator, which consisted of interpretation, analysis, inference, and inference [9,10].Figure 4 shows students when asked to evaluate the problem-solving steps.The student concluded the problem's solution without explaining the physics concepts that occur in the problem.Based on the elaboration of students' answers to each CTS indicator, students lacked understanding and had difficulty solving CTS problems.Students have difficulty answering each CTS question.This follows previous research conducted by Rahma et al [23] that students have difficulty interpreting physics concepts in accordance with critical thinking skills.The solution to this problem is to do CTS learning with the help of an innovative learning model.This is in line with the research of Agustina et al [24] that using exciting and innovative learning models is also influential in improving the CTS of learners.
Students need an innovative learning model to bridge the physics learning process with CTS [25][26][27].In addition to using innovative learning models, improving CTS requires engaging learning media [28], so students do not get bored with the learning process and can be more interested in following the physics learning [29][30][31].Using innovative learning models [32][33][34] and media is expected to be a good solution for students in improving their CTS [35][36][37][38][39].

Conclusion
This study shows that SHS students still have low CTS in physics learning.The implications of this study can be used as a reference to design learning models that can improve SHS students' CTS.The limitation of this study is the number of small participants (i.e., only 107 students).Future research is needed to overcome the low CTS of high school students in physics learning.

Figure 1 .
Figure 1.Student's answers in interpretation indicator.

Figure 1
Figure1shows student's answer when asked to interpret drought related to physics concepts.The student did not clearly explain his opinion regarding the causes of drought.

Figure 2
Figure 2 shows student's answer when asked to analyze drought and then linked to physics concepts.The student only mentioned one of the factors causing drought, but it has not been linked to physics concepts.

Figure 3
Figure3shows student's answer when asked to make inferences about the ideas to prevent drought.The student only conveyed brief conclusions without describing ideas to prevent drought.

Table 1 .
Instruments validity reliability results.

Table 2 .
CTS results of students in physics learning.