ASSESSING STUDENTS CRITICAL THINKING IN ELEMENTARY SCHOOLS: RELEVANCE TO STEAM LEARNING AND THE SDGS Sheryl Mutiara Putri, Agung Purwanto, Irwanto
Universitas Negeri Jakarta
Abstract
Critical thinking is a crucial competency in 21st-century education. In elementary education, science instruction can serve as a starting point for developing contextual and interdisciplinary learning experiences that support higher-order thinking skills. However, current learning often focuses solely on collaborative processes and problem-solving, without building real-world contexts. Therefore, this study aims to assess elementary school students critical thinking skills and examine their relevance to STEAM learning and the SDGs framework. This study used a quantitative descriptive approach with a survey method involving 328 students in grades 3, 4, and 5 from elementary schools in Sukabumi, Indonesia. Data were collected through a Likert-scale questionnaire and analyzed using descriptive statistics, including mean scores, frequencies, and percentages. The results showed that students had moderate critical thinking skills, with a mean score of 58.72. This condition indicates the need for a more integrative learning approach that connects learning to real-life situations, including social and environmental issues. In this regard, integrating STEAM with the Sustainable Development Goals (SDGs) framework can support critical thinking skills more deeply based on evidence and real-world contexts. In addition, students can also build awareness about sustainability issues and apply their understanding in solving authentic problems related to everyday life.
