Andi Nurfaidah P, Haryanto Haryanto, Herwin Herwin, Syarifuddin Syarifuddin, Aris Susanto, Kadar Risman, Muhammad Hasbillah, Hartini Hartini, Winda Purnama Sari
This study examined critical thinking skills (CTS) and self-regulated learning (SRL) among Indonesian elementary school students across grade levels and gender. It explored their structural relationships within a cross-sectional design. Participants were 107 fourth- to sixth-grade students from three public schools in Sulawesi. Data were analyzed using descriptive statistics, non-parametric group comparisons, correlation analysis, and a path model. Results showed no significant differences in CTS and SRL based on grade level (CTS p =.903; SRL p =.866) or gender (CTS p =.691; SRL p =.663), and no significant association between CTS and SRL (r = −0.053; p = 0.586). The mediation analysis further indicated that SRL did not mediate the relationship between grade level and CTS. These findings suggest that CTS and SRL do not develop linearly with grade advancement and may depend more on instructional and contextual factors than on age progression alone. © 2026 Taylor & Francis Group, LLC.
Doctoral Program of Elementry Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Study Program of Instructional Technology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Faculty of Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Doctoral Program of Technology and Vocational Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Doctoral Program of Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Doctoral Program of Islamic Religious Education, Universitas Muhammadiyah Malang, Malang, Indonesia; Doctoral Program of Sport and Health Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Study Program of Mathematics Education, STKIP Paris Barantai, Kotabaru, Indonesia; Doctoral Program of Education Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
