Enhancing Critical Thinking Skills for Sustainable Education: a Case Study of Indonesian Junior High School Students in Kuala Lumpur, Malaysia to Support SDG-4 Quality Education

Abstract

Objective: This study examines the critical thinking skills (CTS) of Indonesian junior high school students in science learning, with a focus on food additives, to contribute to SDG 4: Quality Education. The aim is to identify areas for improving critical thinking to foster 21st-century competencies necessary for sustainable education and real-world problem-solving.   Theoretical Framework: The research is based on Ennis' critical thinking framework, which identifies five key indicators: providing simple explanations, building basic skills, concluding, making further explanations, and setting strategies and tactics. These indicators form the foundation for evaluating CTS in the context of science education.   Method: This descriptive quantitative study involved 46 eighth-grade students from the Indonesian School of Kuala Lumpur (SIKL). Data were collected using a CTS questionnaire aligned with Ennis’ indicators, and responses were analyzed to assess students' critical thinking levels.   Results and Discussion: The findings showed an average CTS score of 52.66, indicating a moderate level of critical thinking. Among the participants, 4.3% were highly critical, 26.1% were critical, 47.8% were moderately critical, 19.6% were less critical, and 2.2% showed little to no critical thinking. Students performed best in providing simple explanations (66.39) and weakest in making further explanations (48.89). The discussion emphasizes the importance of integrating innovative learning models, such as Project-Based Learning (PjBL) and STEM, to enhance students' CTS and align with SDG 4, fostering critical thinking as a fundamental aspect of quality education.   Research Implications: This study highlights the significance of developing educational strategies to improve CTS, especially in science education, to prepare students for complex challenges and contribute to achieving SDG 4, ensuring inclusive and equitable quality education for all.   Originality/Value: This research offers valuable insights into the CTS profiles of middle school students and underscores the importance of innovative teaching methods in nurturing critical thinking skills, thereby advancing the objectives of SDG 4 and promoting sustainable education practices.