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This research aims to analyze elementary students' ability in critical thinking and collaborative skills by applying dilemma STEAM as an innovation of learning model which is an integration of dilemma stories and STEAM PjBL (Science, Technology, Engineering, Art, and Mathematics Project Based Learning) on sience subject in six grade elementary school in Bekasi. The method used in this research is qualitative method with observation and interviews as data collection method. Obtained data are analyzed by data reduction, data presentation, and conclusion. This research involves three teachers and 80 six grade students. Collaborative skill aspects are teamwork and being responsible in finishing the given project. Whereas, critical thinking aspects include interpretation, analysis, evaluation, and inference in constructing knowledge to finish the given project. At the end, this model is expected to be applicable to create a meaningful learning and able to develop students' competencies., Penelitian ini bertujuan untuk menganalisis kemampuan kolaboratif dan berpikir kritis siswa sekolah dasar dengan menerapkan inovasi model pembelajaran dilemma-STEAM yang merupakan integrasi dari dilemma stories dan STEAM PjBL (Science, Technology, Engineering, Art and Mathematics Project Based Learning) pada pembelajaran IPA kelas VI di salah satu sekolah dasar di Bekasi. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan teknik pengumpulan data observasi dan wawancara. Analisis data melalui reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini melibatkan tiga guru dan 80 siswa kelas VI. Aspek kemampuan kolaboratif meliputi kerja sama dan tanggung jawab dalam mengerjakan proyek yang diberikan. Sedangkan aspek kemampuan berpikir kritis meliputi interpretation, analysis, evaluation, dan inference dalam mengkonstruksi pengetahuannya untuk menyelesaikan proyek yang diberikan. Pada akhirnya model ini diharapkan dapat diterapkan untuk menciptakan pembelajaran yang bermakna dan mengembangkan kompetensi siswa.

Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students’ critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in Indonesia context need to be discussed by students. This study involved 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. The qualitative methodology was employed to analyze students critical thinking development in all learning processes through multiple data collection of students interviews, reflective journals, classroom observations, worksheets, and researcher’s notes. Learning was carried out in five stages: textual approach and problem analysis, clarifying the chemistry background in a lab environment, resuming the socio-scientific dimension, discussing and evaluating different points of view, and meta-reflection. While the critical thinking skills was assessed through five indicators developed by SCIT 1020: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results illustrate an improvement in students’ critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to chemistry learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other applicable and contextual subjects to increase student activity in the classroom and critical thinking skills in the learning process

Critical thinking skills need to be instilled in the learning process in junior high schools. In this case, a teaching method that can improve students' critical thinking skills, namely the problem based learning method, is needed. The purpose of this study was to examine whether problem based learning method was able to improve the critical thinking skill of students in junior high school in the subjects of Social Sciences. The research method is quantitative. The research instrument used a test at the beginning and end of learning. The data collecting technique used test. The data analysis of this study used a partial test. The results showed that the problem based learning method had an influence on the critical thinking skills of students with t table 3, 902 < t count 1.669. Thus, there is an effect of the problem based learning method on the critical thinking skills of junior high school students.

This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson & Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.

The aim of research is to explore the effect, if any, of integrating critical thinking on learners’ use of critical thinking skills in argumentative writing. The research used quasi-experimental desaign, it is include control group and experimental group. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students’ ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. The integration of critical thinking for longer periods may bring forth encouraging outcomes. Argumentative writing constitutes an important part of second-language learners' academic writing. Data analysis indicated that most participants perceived the rhetorical aspects of English argumentative writing as difficult. Data analysis also indicated that participants mainly used cognitive, social, and search strategies, whereas metacognitive strategies were used infrequently. Potential implications of the study for second-language writing instruction are discussed

The aim of this research was to develop students' critical thinking skills through a Science, Technology, Engineering, Arts, and Mathematics (STEAM) project in chemistry learning in thermochemistry topic. A qualitative research method was employed with interviews, observations, reflective journals, critical thinking tests, and student activity sheets as data collection tools. Forty secondary school students participated in the research using project based on learning consisting of six steps: Essential Questions, Project Planning, Schedule Compilation, Monitoring, Result Testing and Evaluation. The Miles and Huberman analysis technique, based on coding critical thinking, was used to analyze data. The five indicators of critical thinking skills identified by SCIT1020 (Power of Science and Technology), namely: Identify the Question at Issue, Conceptual Understanding, Ideas Connection, Assumptions and Inferences, the research found that the students' critical thinking skills were not significantly developed. Among the five critical thinking indicators, one specific skill found to be undeveloped was to identify the question at issue, meaning that the students were not able to formulate and identify questions relating to a problem or topic. This was due to the limited conceptual understanding of thermochemistry material. The students faced challenges in developing their critical thinking skills in relation to chemistry concepts. Critical thinking skills can help students navigate through their daily lives by applying what they learn at school to problems or issues that arise at home or in the community. The STEAM project involved making a steamship using thermochemistry, particularly heat, the enthalpy of standard combustion and enthalpy calculations. Methanol, ethanol and palm oils were the fuels used to move the steamships. In the project, students had to analyze which fuel caused their steamship to move the furthest.

The aim of this study was to develop undergraduate students' critical thinking skills using a socio-critical and problem-oriented approach to the study of nanoscience and nanotechnology (NST) materials. This study discusses the social scientific issues regarding NST that occur in society. The research was conducted with 33 participants using a qualitative research approach where interviews, observations, reflective journals, and critical thinking questions were employed as data collection. The results show students' critical thinking skills developed where they were able to identify issues, explain issues with scientific concepts, connect ideas or concepts, provide good arguments and provide conclusions based on some evidence. The students faced the challenges in developing their critical thinking skills in relation to chemistry concepts.

In this study, research using guided inquiry was conducted to improve students' ability to think critically. By improving and making the worksheets the students of this research are expected to make it easier to understand a lesson. The development step in this study is to conduct a preliminary study as the first stage, then pre-product planning and development, after which the pretest, product pre-revision and field test are carried out. Data collected in this study was carried out by observation, documentation, interviews, questionnaires and tests. In addition, student worksheets are validated based on media and material, which will be given revisions based on suggestions from the media, matrices, and experts. The participants of this study were students Junior High School of SMP Negeri 30 Bandar Lampung, Indonesia. The final results in this study, showed that the development of guided inquiry based worksheets was able to improve students' critical thinking power, which was obtained from the results of good category values, namely 71.07% on average students in mathematical critical thinking.

This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.

The purpose of this study was to determine the effect of the application of Value Clarification Technique (VCT) to ecoliteracy and critical thinking skills of elementary school students in learning Social Science. The method used in this study is a quasi experimental design with non-equivalent control group design, using the two study groups. Subjects in this study were students of class IVSDN Cijerah Indah, Bandung Kulon District Bandung City. The experimental group was given the treatment of learning Value Clarification Technique (VCT) and the control group was given conventional learning. The results showed that in general there is a difference between learners ecoliteracy experimental class and control class and critical thinking skills among learners experimental class and control class after each class has been getting treatment that has been set.

This study aims to determine the increase in learning activities and students' critical thinking abilities in circle material through the application of cooperative learning types Examples and Non Examples in Eight Grade Students of SMP Negeri 3 Batanghari. The research method is classroom action research which consists of four stages including: planning, implementation, observation, and reflection. The subjects of this study were students of class Eight Grade Students of SMP Negeri 3 Batanghari. Data collection uses instruments in the form of learning activity observation sheets and critical thinking ability test sheets consisting of 5 questions. The results of the study indicate the existence of: 1) Increased learning activities in the learning process. This can be seen from the increase in each indicator, the average percentage of learning activities per indicator, namely: a) focus of material presentation from teacher in the pre-survey is 78%. It decreases to 69.23% in the first cycle, then increasing to 82% in second cycle. b) Asking questions, in pre-survey at 9%, increased to 46.17% in first cycle, then increased to 62.8% in second cycle. c) Answering questions, in pre-survey by 4%, increasing to 42.33% in first cycle, and then increasing to 61.57% in second cycle. d) The activity in group discussions, in pre-survey by 57%, increasing to 55.1% in the first cycle, and then increasing to 65.37% in cycle II. e) Presenting group assignments, in pre-survey by 22%, increasing to 42.27% in first cycle, and then increasing to 62.8% in second cycle. 2) Increasing the percentage of learning outcomes of students' critical thinking skills from pre-survey by 30.33%, increasing to 30.76% in cycle I, and then increasing to 65.38% in cycle II. The conclusion of this study is that the application of the cooperative learning model type Examples Non Examples can: 1) Increase the learning activities of Eight Grades students of SMP Negeri 3 Batanghari 2018/2019 Academic Year. 2) Learning outcomes that refer to the critical thinking skills of Eight Grade Students of SMP Negeri 3 Batanghari ware improve.

This study was aimed at examining the development of problem-based English speaking materials and the elements in the problem-based English speaking materials which can enhance grade X students’ critical thinking skills. Employing a Research and Development design using Jolly and Bolitho’s model (1998), the study collected data through observations, tests, interviews, and questionnaires to reach a comprehensive needs analysis. A total of 90 grade X students participated in the study. The product of this study was a set of supplementary materials for teaching speaking. Six units were developed; each of which consisting of six parts reflecting the problem-based stages. Based on the expert judgment, the mean score for all chapters was 3.69, equivalent to the range score of 3.25 ≤ x ≤ 4 (very good). Chapter I and II were tried out to the students. The response showed that the mean score of each chapter was 3.2, equivalent to the range score of 2.5 ≤ x ≤ 3.24 (good). To conclude, the materials are appropriate to be used by 10th graders because it meets their needs and it is designed based on the current curriculum.MATERI BERBICARA BAHASA INGGRIS BERBASISKAN MASALAH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITISAbstrakPenelitian ini bertujuan untuk mengetahui pengembangan materi berbicara bahasa Inggris berbasiskan masalah dan elemen-elemen dalam materi berbicara bahasa Inggris berbasiskan masalah yang dapat meningkatkan kemampuan berpikir kritis siswa kelas X. Dengan melakukan penelitian dan pengembangan dengan mengadaptasi model Jolly dan Bolitho (1998), data dalam penelitian ini dikumpulkan melalui observasi, tes, wawancara, dan angket untuk mendapatkan hasil analisis kebutuhan yang komprehensif. Siswa kelas X sejumlah 90 orangberpartisipasi dalam penelitian ini. Hasil dari penelitian ini adalah satu set materi pendukung untuk mengajar berbicara. Enam unit materi sudah dikembangkan. Setiap unit berisi beberapa bagian yang mencerminkan langkah dalam pembelajaran berbasis masalah. Berdasarkan penilaian ahli, nilai rata-rata dari semua unit adalah 3,69 yang ekuivalen dengan rentang 3.25 ≤ x ≤ 4 dengan kriteria “sangat baik”. Unit I dan II diujicobakan. Respons siswa menunjukkan nilai rata-rata masing-masing unit sebesar 3,2 yang ekuivalen dengan rentang 2.5 ≤ x ≤ 3.24 dengan kriteria “baik”. Kesimpulannya, materi yang sudah dikembangkan layak untuk digunakan karena sesuai dengan kebutuhan siswa dan kurikulum yang digunakan.

Neonatal mortality rate (NMR) is an indicator to measure health degree of an area, health problem which involves some institutions to take a decision. The postponement of emergency condition recognition, attaining health facilities, and treatment are three theories of neonatal emergency postponement. The prominent problem of postponement of emergency condition recognition is nurse's ability to think critically to take a decision to determine emergency condition in neonatal. Critical thinking skill is an obligation competence for neonatal emergency nurses. Some theories reveal that characteristic of age, gender, educational background, training and tertiary education, working experience, and employment status influence nurses's decision making skill in treating neonatal emergency case. Different curriculum for introduction to critical thinking in treating neonatal emergency is a basis problem to be a neonatal emergency competent nurse. This research aims to analyze age, gender, education, advance training, experience, and employment status towards decision making skill neonatal emergency implementation at community health care center PONED. This research used cross sectional with purposive sampling. One hundred fifty three (153) nurses were invoked to be the subjects of this research. Besides, this research used Closed Ended Instrument. Based on the results of cross table, p value p>0.05 age, training, working experience and employment status were not related to decision making skill in emergency. Furthermore, male and bachelor of nursing science (p

This study aims to describe the use of e-book based on project based learning in improving students' critical thinking in inventory materials in VHS. This type of research is a quantitative descriptive study with a case study method. The sample of this research used 30 students in SMK Batik 1 Surakarta. The sampling technique uses simple random sampling technique, while the data collection technique used is essay test. The essay question is made in accordance with the indicators of critical thinking, namely analyzing, evaluating, and creating. The results showed that before using e-book based on project based learning only 8.3% of students were able to analyze, 50% evaluate, and 40% created. However, after using the e-book, students who were able to analyze increased to 55%, evaluated 93.3%, and created 76.7%. any as 10% have enough critical thinking. So, the use of e-book based on Project Based Learning can increase students' critical thinking.

This aim of this study was to determine the impact of the use of dilemma stories to develop students' soft skills in the study of polymeric material. The research was conducted in a Natural Sciences class in 107 senior high school during the 2014-2015 school year. Polymer is relevant to students’ daily lives, especially in the use of plastic, therefore, in this study, the students were introduced to issues related to plastics in the environment. The research project used a qualitative case study approach in one chemistry classroom employing multiple methods of data collection, including interviews, observations, and a reflective journal to explore students’ understanding of polymer. Data analysis was conducted by exploring patterns and themes found in the data sources. Dilemmas stories related to plastics and polystyrene foam was developed to engage students in critical thinking and problem-solving skills. The project process engaged students with the stories to develop what are often termed as the soft skills of collaboration, critical and creative thinking, problem-solving, empathetic communication, and environmental caring, whilst teachers' provided support as facilitators. As the students solved the problems presented in the dilemmas stories they explored the concept of polymer applications in different contexts which helped their understanding. They realized that they have an important role to play in minimizing plastic waste within their surrounding environment. In undertaking the project, the teacher faced challenges in relating the dilemma stories to relevant chemistry concepts, and with shifting the instructional paradigm from teacher-centered to student-centered.

This study describes the implementation of a STEM (science, technology, engineering, and mathematics) approach in chemistry to develop the critical thinking skills of 32, year 10 students completing a multimedia major at a vocational high school in Banten Province. Critical thinking is an important skill that students need to face 21st-century challenges. A qualitative methodology was employed to explore the development of critical thinking through multiple data collection of classroom observations, interviews, reflective journals, and a concept test. Critical thinking criteria were used to identify the question at issue, students’ conceptual understandings, their ability to connect ideas and to make assumptions and inferences. The application of a STEM approach was carried out by integrating it with a project-based learning model to explore the electrochemistry topic through etching on a metal plate and stainless-steel cup. Students integrated their understanding of chemicals using STEM principles to developing a project. Analysis of a critical thinking skills rubric, indicated that students could identify the question at issue and make inferences at a good level, while they reach a sufficient level on the measures of conceptual understanding, ideas connection, and assumptions. The challenges faced in this study were time management, lack of student involvement, and project development that must be in line with the learning topic. The integration of STEM in chemistry education has a positive impact on students’ engagement, motivation, collaboration, and creativity by undertaking projects in existing learning environments.

This study aimed to develop students’ chemical literacy by applying ethnopedagogy to the electrolyte and non-electrolyte topics. The study involved 31 students from grade X in Muntok, Bangka, Indonesia. An ethnopedagogical approach consists of five key aspects of self-identification, content integration, collaboration, dialogue, and reflections. Content integration refers to indigenous knowledge and cultural practices from Bangka such as Mandi Belimau, Salt stock in Takari Beach, Kunci orange as an icon, and Kelubi as a unique souvenir. Students developed a model of a water heater using a solution of kunci orange, kelubi, limau, and saltwater from a local beach. A qualitative research method was used to gather data from interviews, observations, reflective journals, worksheets, and a chemical literacy test. The chemical literacy test was developed in the five dimensions of general chemical ideas, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspects (Shwartz et al, 2006). Results indicated that the students had developed chemical literacy in constructing questions, applying knowledge, and facing challenges in thinking critically. Students develop general scientific ideas in identifying a solution to electrolyte and non-electrolyte content in an experiment. However, they were challenged when faced with applying scientific reasoning to the phenomenon of salt crystals in conductivity. Students had difficulty making a decision related to their everyday lives. Their critical thinking was challenged in this project because they were used to learning concepts by applying their thinking to government regulation on the prohibition of fishing using electricity. During this project, they learned scientific concepts through cultural practices which they found interesting and meaningful. The chemical literacy test showed that students achieved 16,13% at a very good level, 70,97% at a good level, and 12,9% at a fair level. Besides, students were challenged to shift their identity from passive to active learners and self-independence learning resources.

This paper describes a study aimed at developing students' scientific literacy through the integration of ethnopedagogy with science education. The study involved 70 5th grade, elementary students, from Bangka, Indonesia. The ethnopedagogical approach used a 5-steps teaching method consisting of self-identification, content integration, collaboration, dialogue, and reflection. In the content integration step, the cultural practices of Aruk Beras, from Bangka, were addressed as were traditions from Papua (Tradisi Bakar Batu), from Sumatera (Menginap di Siberut), and Rote (Nusa Lontar). The qualitative research approached used data collected from observations, a reflective journal, and scientific literacy tests using judgment levels of very good, good, fair, poor, and very poor. The instruments test was developed from scientific literacy indicators PISA 2012. Scientific literacy consisted of content knowledge, scientific competence, scientific context, and attitude. Results indicate that students can develop a conceptual understanding of science concepts related to energy transfer, however, they are challenged by providing scientific reasoning to the phenomenon in everyday lives. The project required students to use a variety of materials to cover a jar filled with hot water to retain the heat of the water. As students in the study were used to learning through memorizing facts, their critical thinking was challenged. They found making connections between science and their everyday lives difficult. This project was implemented from Aruk Beras, the culture of Bangka. They learned scientific concepts through cultural practices which they found interesting and meaningful as learning experiences. The scientific literacy test results show that 14.28% of students reached a very good level, 26.19% reached good levels, 33.33 % of students reached fair levels, 21.42% of students reached poor levels, and 4.76% of students reached a very poor standard. The challenges faced during this study were time management, student involvement, and the relevancy of the scientific concepts to Bangka culture. However, the integration of an ethnopedogical approach to science learning helps develop students' scientific literacy skills. By participating in this research students gained new experiences in learning science that was integrated with their culture, revealing the importance of science in daily activities. Learning through ethnopedagogy can present meaningful learning for students because they not only learn the concepts of science but also learn how they are implemented in their culture.

This study aimed to analyze students’ thinking skills through integrating dilemmas stories with a Science, Technology, Engineering, and Mathematics-Project-Based Learning (STEM-PBL) in polymers topic. The participants were 47 Grade 12 students from a public senior high school in West Java Province. The research employed a qualitative method to obtain data through classroom observations, reflective journals, interviews, and a concept test. Students’ thinking skills were assessed using Hess’ Cognitive Rigor Matrix, which combines Bloom’s taxonomic and Webb’s depth of knowledge. The results show that most students reach level C2 of Bloom’s taxonomy and level 1 of Webb’s depth of knowledge, meaning that most students understand and recall the information. The results indicate that integrating dilemmas stories with STEM-PBL enables students to explain using simple sentences and prior knowledge. In addition, this approach provides an opportunity for students to develop their critical thinking, creativity, and argumentation skills through problem-solving and project making

The purpose of this study was to engage university students from Malaysia, Thailand, and Indonesia in the Southeast Asia Mobility (SAM) program which aims to develop 21st century skills through multidisciplinary, project-based learning. The program was designed using different phases: design thinking was conducted in Malaysia, the implementation of prototype was conducted in Thailand, and the development of business model canvas was conducted in Indonesia. The research used a qualitative methodology with a 21st century skills’ instrument as precoding followed by interviews, observations, reflective journals, and peer assessment. The program involved 46 students from three universities in three different countries. The data were analysed through initial coding of the 21st century skills and merged with coding from other data sources. Participants started by exploring the problems occurring in the university's cafeteria. Then, they developed the project using the Internet of Things (IoT) sensors, transducers, simple sensors, and applications. The results indicate that students were stimulated to develop their 21st century skills in critical thinking (4.17), collaboration (4.36), communication (4.18), creative and innovation (4.23), self-direction (4.16), making global connections (4.32), making local connections (4.28), and technology skills (4.35). The students developed critical and problem-solving skills through multicultural communication skills. In addition, they developed ICT skills by engaging in a multidisciplinary project. The students learned to collaborate, develop empathetic communication skills, and cultural awareness. The multicultural environment of Indonesia, Thailand, and Malaysia gave motivation to the students to learn about cultural awareness, prepare their competency to face global challenges, and to apply their knowledge with students from different cultural backgrounds.

Indonesia implemented a new curriculum in 2013. The curriculum was developed based on the global need for 21st century skills. The value of this revised curriculum is to improve students’ character through the learning process. The new curriculum mandates that the learning process should focus on Student Active Learning (SAL), which is based on 21st century skills. In order to achieve SAL in Senior High School (SHS), the learning process should use a scientific approach with a variety of instructional models. Teachers have to instill the values, knowledge, and working skills needed in the future through the learning process. This research aims at analyzing teachers’ lesson plans to find out whether the lesson plans contain critical thinking, creativity, collaboration, and communication skills (4C), information literacy, character building, and Higher Order Thinking Skills (HOTS) in order to investigate whether the learning process is in line with the curriculum mandate. These values and skills should be written and implemented by teachers. The lesson plan analysis was conducted on sixteen subjects in SHS. The findings revealed that the lesson plans had used a scientific approach and a variety of instructional models, but the values and skills still needed to be improved. The research suggests that it is important to help teachers improve the learning process with 4C, information literacy, character building, HOTS through the lesson plans designed.

This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.