A Systematic Review of Critical Thinking Assessment Instruments in Junior High School Science Education: Trends, Effectiveness, and Challenges

Siti Shofa Assyifa’ul Qulbi Barid; Arvidhea Safira Gunawan; Firdha Yusmar; Soekma Yeni Astuti; Sri Wahyuni

doi:10.30736/seaj.v7i2.1305

Authors

Siti Shofa Assyifa’ul Qulbi Barid Universitas Jember
Arvidhea Safira Gunawan Universitas Jember
Firdha Yusmar Universitas Jember
Soekma Yeni Astuti Universitas Jember
Sri Wahyuni Universitas Jember

DOI:

https://doi.org/10.30736/seaj.v7i2.1305

Keywords:

Assesment, Critical thinking, Instruments, Sciences

Abstract

This systematic literature review, conducted using the PRISMA method, synthesizes research on the development of critical thinking assessment instruments in junior high school science education between 2016 and 2025. Secondary data were obtained through the Publish or Perish application with sources from Google Scholar, keywords include science learning, assessment instruments, and critical thinking. By analyzing 7 peer-reviewed national journals, the study evaluates the validity, reliability, and effectiveness of these tools in enhancing students' critical thinking skills. The findings highlight diverse assessment models, their impact on student learning outcomes, and the challenges faced by educators in implementing these tools. This review offers recommendations for improving the design and application of critical thinking assessments in science curricula.

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References

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