Sekar Purbarini Kawuryan, Suminto A. Sayuti, Aman
While student intelligence, in general, is not distinguished by gender, some results of cognitive ability tests found differences in males and females. The purpose of this study, hence, was to identify the critical thinking skills of fourth-grade elementary school students based on gender. The critical thinking indicator employed refers to the Cornell Critical Thinking Test Level X. The participants were selected through convenience sampling in which consent was obtained from the principal, parents, and students of Elementary School SDN Giwangan in Yogyakarta, Indonesia. They consisted of 28 males and 17 females (N= 45). Data were analyzed using percentages, mean, standard deviation, range, and t-test. The findings uncover statistically significant differences in the mean of critical thinking scores between males and females, and this implies that elementary school teachers can develop critical thinking skills by providing different learning experiences for both groups. To follow up, the scope of the subject matter, the sequence of skills that are trained on students, and various choices of learning activities that develop critical thinking skills can be purposely personalized by gender. © 2022, Universitas Negeri Yogyakarta (Yogyakarta State University). All rights reserved.
Universitas Negeri Yogyakarta, Indonesia
