Profile of Critical Thinking Ability and Science Process Skills of Junior High School Students on Coordination System Material: A Preliminary Study Based on Needs Analysis
Keywords:
Coordination System, Critical Thinking, Need Analysis, Prelimenary Student, Science Process Skills
Abstract
The Coordination System is one of the most challenging Biology topics for junior high school students. This study aims to analyze the profiles of students' critical thinking skills (CTS) and science process skills (SPS) on this topic, and to identify learning problems as the basis for developing a Guided Inquiry learning model integrated with Interactive Flat Panels (IFP). A descriptive-quantitative approach was employed through a needs analysis survey distributed to 18 Biology teachers and 239 junior high school students in Bandung City. Questionnaire results revealed that 71.5% of students identified the Coordination System as the most difficult topic, with key factors including: content depth exceeding' abilities (72.2% of teachers), overly abstract concepts (61.1%), and limited instructional media (55.6%). Baseline control class data indicated that students' critical thinking and science process skills remained in the low category, suggesting that conventional instruction has not been able to optimally develop both competencies. These findings underscore the urgent need for innovative instructional models capable of more meaningfully enhancing students' critical thinking and science process skills on the Coordination System topic.
References
Antonio, R. P., & Prudente, M. S. (2024). Effects of Inquiry-Based Approaches on Students ’ Higher -Order Thinking Skills in Science : A Meta-Analysis To cite this article : higher-order thinking skills in science : A meta-analysis . International Journal of Education Effects of Inquiry-Based App. International Journal of Education in Mathematics, Science and Technology, 121(1), 251–281. https://doi.org/https://doi.org/10.46328/ijemst.3404
Arifin, Z., Sukarmin, S., & Saputro, S. (2025). Trends and research frontiers in socioscientific issues for sustainable science education : A systematic and bibliometric analysis from 2014 – 2024. Journal of Pedagogical Research, 9(1), 407–434. https://doi.org/https://doi.org/10.33902/JPR.202527527
Chananil, S., Yuankrathok, P., & Somabut, A. (2025). Needs Assessment for Designing a Digital Learning Ecosystem to Enhance Mathematical Resilience in Pre-Service Mathematics Teachers. Higher Education Studies, 15(4), 22–33. https://doi.org/10.5539/hes.v15n4p22
Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students ’ science process skills through guided inquiry-based laboratory activities in biology. PLoS ONE, 20(4), e0320692. https://doi.org/10.1371/journal.pone.0320692
Cresswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
Devi, F. D., & Hariyono, E. (2024). Pembelajaran materi perubahan iklim dengan model guided inquiry menggunakan pendekatan socio scientific issues (SSI) untuk meningkatkan keterampilan berpikir kritis peserta didik SMA. Jurnal Ilmu Pendidikan Dan Pembelajaran, 3(1), 16–24. https://doi.org/https://doi.org/10.58706/jipp.v3n1.p16-24
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology : A drawing analysis. Scientific Research and Essays, 5(2), 235–247.
Dusturia, N., Nurohman, S., & Wilujeng, I. (2024). Socio-Scientific Issues (SSI) Approach Implementation in Science Learning to Improve Students ’ Critical Thinking Skills : Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 10(3), 149–157. https://doi.org/10.29303/jppipa.v10i3.6012
Facione, P. A. (1990). Critical Thinking: A Statment of Expert Consensus for Purposes of Educational Assessment and Instruction. California State University.
Facione, P. A. (2015). Critical Thinking : What It Is and Why It Counts. Insight Assessment, 1(1), 1–23.
Hake, R. R. (1998). Interactive-engagement versus traditional methods : A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Irwanto, I. (2022). The impact of research-oriented collaborative inquiry learning on pre-service teachers’ scientific process skills and attitudes. Journal of Technology and Science Education, 12(2), 410–425. https://doi.org/https://doi.org/10.3926/jotse.1583
Irwanto, I. (2023). Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning. Journal of Technology and Science Education, 13(1), 1–7. https://doi.org/https://doi.org/10.3926/jotse.1796
Jerrim, J., Oliver, M., & Sims, S. (2022). The relationship between inquiry-based teaching and students ’ achievement . New evidence from a longitudinal PISA study in England. Learning and Instruction, 80, 101310. https://doi.org/10.1016/j.learninstruc.2020.101310
Kurniawan, Y. S., & Hakim, M. A. R. (2024). Pemanfaatan Media Pembelajaran Interactive Flat Panel Display ( IFPD ) dalam Pembelajaran Bahasa Inggris untuk Mahasiswa Program Studi Perbankan Syariah. Jurnal Pendidikan Tambusai, 8(1), 11326–11341.
López-Fernández, M. del M., González-García, F., & Franco-Mariscal, A. J. (2022). How can socio-scientific issues help develop critical thinking in chemistry education? A reflection on the problem of plastics. Journal of Chemical Education, 99(10), 3435–3442. https://doi.org/10.1021/acs.jchemed.2c00223
Marbach-Ad, G., & Stavy, R. (2000). Students’ cellular and molecular explanations of genetic phenomena. Journal of Biological Education, 34(4), 200–205. https://doi.org/https://doi.org/10.1080/00219266.2000.9655718
Mulyono, Y., Suranto, Yamtinah, S., & Sarwanto. (2023). Development of Critical and Creative Thinking Skills Instruments Based on Environmental Socio-Scientific Issues. International Journal of Instruction, 16(3), 691–710. https://doi.org/https://doi.org/10.29333/iji.2023.16337a
Rustaman, N. Y., Dirdjosoemarto, S., Yudianto, S. A., Achmad, Y., Subekti, R., Rochintaniawati, D., & Nurjhani, M. (2005). Strategi Belajar Mengajar Biologi. Universitas Pendidikan Indonesia Press.
Sugrah, N., & Wiyarsi, A. (2023). Promoting students ’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom. LUMAT: International Journal on Math, Science and Technology Education, 11(1), 140–165. https://doi.org/https://doi.org/10.31129/LUMAT.11.1.1856
Swandana, H., Tindangen, M., & Herliani. (2023). High School Students ’ Perceptions about Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda. Jurnal Penelitian Pendidikan IPA, 9(10), 8235–8244. https://doi.org/10.29303/jppipa.v9i10.4585
Sweller, J. (1988). Cognitive Load During Problem Solving : Effects on Learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202
Tekkaya, C. (2000). Misconceptions as Barrier to Understanding Biology. Cettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 259–266.
Wulansari, F. W., & Dewi, N. R. (2022). Development of Guided Inquiry Learning Tools using Socio-Scientific Issue to Train Critical Thinking Ability and Care for The Environment of Students. Journal of Environmental and Science Education, 2(1), 7–19. https://doi.org/https://doi.org/10.15294/jese.v2i1.50465
Arifin, Z., Sukarmin, S., & Saputro, S. (2025). Trends and research frontiers in socioscientific issues for sustainable science education : A systematic and bibliometric analysis from 2014 – 2024. Journal of Pedagogical Research, 9(1), 407–434. https://doi.org/https://doi.org/10.33902/JPR.202527527
Chananil, S., Yuankrathok, P., & Somabut, A. (2025). Needs Assessment for Designing a Digital Learning Ecosystem to Enhance Mathematical Resilience in Pre-Service Mathematics Teachers. Higher Education Studies, 15(4), 22–33. https://doi.org/10.5539/hes.v15n4p22
Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students ’ science process skills through guided inquiry-based laboratory activities in biology. PLoS ONE, 20(4), e0320692. https://doi.org/10.1371/journal.pone.0320692
Cresswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
Devi, F. D., & Hariyono, E. (2024). Pembelajaran materi perubahan iklim dengan model guided inquiry menggunakan pendekatan socio scientific issues (SSI) untuk meningkatkan keterampilan berpikir kritis peserta didik SMA. Jurnal Ilmu Pendidikan Dan Pembelajaran, 3(1), 16–24. https://doi.org/https://doi.org/10.58706/jipp.v3n1.p16-24
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology : A drawing analysis. Scientific Research and Essays, 5(2), 235–247.
Dusturia, N., Nurohman, S., & Wilujeng, I. (2024). Socio-Scientific Issues (SSI) Approach Implementation in Science Learning to Improve Students ’ Critical Thinking Skills : Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 10(3), 149–157. https://doi.org/10.29303/jppipa.v10i3.6012
Facione, P. A. (1990). Critical Thinking: A Statment of Expert Consensus for Purposes of Educational Assessment and Instruction. California State University.
Facione, P. A. (2015). Critical Thinking : What It Is and Why It Counts. Insight Assessment, 1(1), 1–23.
Hake, R. R. (1998). Interactive-engagement versus traditional methods : A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Irwanto, I. (2022). The impact of research-oriented collaborative inquiry learning on pre-service teachers’ scientific process skills and attitudes. Journal of Technology and Science Education, 12(2), 410–425. https://doi.org/https://doi.org/10.3926/jotse.1583
Irwanto, I. (2023). Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning. Journal of Technology and Science Education, 13(1), 1–7. https://doi.org/https://doi.org/10.3926/jotse.1796
Jerrim, J., Oliver, M., & Sims, S. (2022). The relationship between inquiry-based teaching and students ’ achievement . New evidence from a longitudinal PISA study in England. Learning and Instruction, 80, 101310. https://doi.org/10.1016/j.learninstruc.2020.101310
Kurniawan, Y. S., & Hakim, M. A. R. (2024). Pemanfaatan Media Pembelajaran Interactive Flat Panel Display ( IFPD ) dalam Pembelajaran Bahasa Inggris untuk Mahasiswa Program Studi Perbankan Syariah. Jurnal Pendidikan Tambusai, 8(1), 11326–11341.
López-Fernández, M. del M., González-García, F., & Franco-Mariscal, A. J. (2022). How can socio-scientific issues help develop critical thinking in chemistry education? A reflection on the problem of plastics. Journal of Chemical Education, 99(10), 3435–3442. https://doi.org/10.1021/acs.jchemed.2c00223
Marbach-Ad, G., & Stavy, R. (2000). Students’ cellular and molecular explanations of genetic phenomena. Journal of Biological Education, 34(4), 200–205. https://doi.org/https://doi.org/10.1080/00219266.2000.9655718
Mulyono, Y., Suranto, Yamtinah, S., & Sarwanto. (2023). Development of Critical and Creative Thinking Skills Instruments Based on Environmental Socio-Scientific Issues. International Journal of Instruction, 16(3), 691–710. https://doi.org/https://doi.org/10.29333/iji.2023.16337a
Rustaman, N. Y., Dirdjosoemarto, S., Yudianto, S. A., Achmad, Y., Subekti, R., Rochintaniawati, D., & Nurjhani, M. (2005). Strategi Belajar Mengajar Biologi. Universitas Pendidikan Indonesia Press.
Sugrah, N., & Wiyarsi, A. (2023). Promoting students ’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom. LUMAT: International Journal on Math, Science and Technology Education, 11(1), 140–165. https://doi.org/https://doi.org/10.31129/LUMAT.11.1.1856
Swandana, H., Tindangen, M., & Herliani. (2023). High School Students ’ Perceptions about Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda. Jurnal Penelitian Pendidikan IPA, 9(10), 8235–8244. https://doi.org/10.29303/jppipa.v9i10.4585
Sweller, J. (1988). Cognitive Load During Problem Solving : Effects on Learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202
Tekkaya, C. (2000). Misconceptions as Barrier to Understanding Biology. Cettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 259–266.
Wulansari, F. W., & Dewi, N. R. (2022). Development of Guided Inquiry Learning Tools using Socio-Scientific Issue to Train Critical Thinking Ability and Care for The Environment of Students. Journal of Environmental and Science Education, 2(1), 7–19. https://doi.org/https://doi.org/10.15294/jese.v2i1.50465
Published
2026-07-18
How to Cite
Nurhabibah, N., & Kusnadi. (2026). Profile of Critical Thinking Ability and Science Process Skills of Junior High School Students on Coordination System Material: A Preliminary Study Based on Needs Analysis. International Journal of Education, Vocational and Social Science , 5(03), 5249-5261. https://doi.org/10.63922/ijevss.v5i03.4198
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
