Abstract
This study examines the factors influencing the development of critical thinking skills among Indonesian secondary students, with a focus on teaching methods, school leadership, and socio-economic factors. Despite the introduction of student-centred learning in the 2013 curriculum, traditional rote learning continues due to insufficient teacher training and inconsistent implementation. The research identifies several key influences on critical thinking, including preschool attendance, project-based learning, parental education, school type, and school management practices. A cross-sectional survey was conducted among 1,020 students from 74 schools in the Bandung Raya region, using structured questionnaires to assess critical thinking through academic and non-academic activities. The study finds that preschool attendance and project-based learning are the most significant predictors of critical thinking skills. It also highlights that student from higher-income families, those with educated parents, and those attending schools with participative management practices tend to perform better. The findings suggest that improving early education, teaching approaches, and school environments is crucial for enhancing critical thinking in Indonesia.
Author Information
Ace Suryadi, Universitas Pendidikan Indonesia, Indonesia
Restu Adi Nugraha, Universitas Pendidikan Indonesia, Indonesia
Paper Information
Conference: BCE2024
Stream: Mind
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Suryadi A., & Nugraha R. (2025) Influences on Critical Thinking Skills Among Indonesian Secondary Students: An Empirical Analysis ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 571-580) https://doi.org/10.22492/issn.2435-9467.2024.49
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.49
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