ASSESSING STUDENTS CRITICAL THINKING IN ELEMENTARY SCHOOLS: RELEVANCE TO STEAM LEARNING AND THE SDGS

Abstract

Critical thinking is a crucial 21st-century competency. However, science
education in elementary schools often limits opportunities for students to engage in
interdisciplinary and contextual learning experiences that foster thinking skills. Therefore,
this study aims to assess students' critical thinking skills and examine their relevance to
STEAM learning and the SDGs framework that connects learning to real-world contexts.
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. Instrument validity was tested using Pearson
Product Moment Correlation (α = 0.05) with 30 out-of-sample students, indicating that all
items were valid (r-count > r-table = 0.361). Reliability testing using Cronbach's Alpha
produced a coefficient of 0.874, indicating high reliability. The results showed that students
had moderate critical thinking skills, with an average score of 58.72. The highest achievement
was found in procedural dimensions, while reasoning, interdisciplinary, and sustainability-
related dimensions remained low. This situation highlights the need for a STEAM learning
approach within the SDGs framework to foster critical thinking and sustainability awareness
in daily life.