Aug 2026· Al-Ta'dib. Jurnal kajian ilmu kependidikan· Vol 19, pp. 364-384· 0 citations
Abstract
Mathematical Critical Thinking (MCT) is a key 21st-century competency, yet elementary students’ MCT skills remain underdeveloped, partly due to the lack of age-appropriate assessment instruments. Existing instruments primarily target secondary and higher education and inadequately represent critical thinking indicators in elementary mathematics. This study aimed to develop and evaluate the validity and reliability of an MCT instrument on integer addition and subtraction for elementary students. Using a Research and Development (R&D) approach with the ADDIE model, the instrument was tested on 17 third-grade students at an elementary school in Purwakarta through purposive sampling. Nine essay items were designed based on six indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed a reliability coefficient of 0.88, with item difficulty ranging from easy to moderate and good discrimination indices. Five items met validity criteria and were deemed suitable for assessing elementary students’ mathematical critical thinking skills.
The validity and reliability of educational assessment instruments are fundamental prerequisites for accurate measurement of student competencies. This study evaluates the psychometric quality of a 12-item mathematical critical thinking test grounded in the Facione framework, encompassing Interpretation, Analysis, Infe...
Mathematical reasoning and critical thinking are fundamental skills in authentic mathematical contexts. This descriptive- correlational study determined the mathematical reasoning and critical thinking of 395 out of 1,050 randomly selected Grade 10 students using G*power from a selected public secondary school in the n...
Noriel M. Britania· International journal of res...· 0 citations
The findings showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking, which showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking.
Muhammad Jibran Al'fauzi, M. D. Pamungkas, Arifta Nurjanah· Jurnal Pendidikan MIPA· 0 citations
This study determined the levels of critical thinking skills and reading comprehension among 138 Junior High School students of Taway National High School, Ipil, Zamboanga Sibugay, during School Year 2025–2026, examined differences according to selected demographic and reading-related profile variables, tested the rela...
Ma. Nice C. Gumapac· International Journal of Sus...· 0 citations
Findings revealed that students could only partially decompose problems, with weaknesses in abstraction and algorithmic thinking, while most summative exam questions were low-order and none assessed CT, confirming the need for an integrated HOTS–CT assessment instrument.
A. Rahmah, C. Sa'dijah, M. Hafiizh· Noumerico: Journal of Techno...· 0 citations
This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessm...
