Mukhammad Aji Fatkhurrohman, Ida Hamidah, Achmad Samsudin, Andi Suhandi
The ability to think critically represents a key competency that students can develop through science education, particularly in physics. This study aimed to evaluate learners' critical thinking performance within the context of a physics lesson, with a specific focus on Newton's laws. Participants consisted of undergraduate students between the ages of 18 and 20, enrolled in a science education program, who communicated using the Javanese Ngapak dialect and were undertaking a basic physics course at a university in Tegal, Central Java. The research adopted a case study methodology incorporating an embedded approach. Data were gathered using eight essay-based items designed to reflect established critical thinking indicators according to several experts. These indicators comprised abilities such as identifying factual information, structuring main ideas, supporting, selecting, explaining, and reviewing reasoning, and drawing conclusions. The instrument underwent validation procedures and was deemed appropriate for application in this study. Findings revealed that the students' performance on the critical thinking assessment within the science education context - particularly those with a Javanese Ngapak language background - had an average score of 38, which fell into the low-performance bracket. Based on these results, the study emphasizes the necessity for educational strategies that foster critical thinking abilities, which may include improving teaching resources, instructional strategies, or media integration. © 2026 Author(s).
Universitas Pendidikan Indonesia, Bandung, Indonesia; Universitas Pancasakti Tegal, Tegal, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock