ANALYSIS OF STUDENTS’ CRITICAL THINKING AND PROBLEM‑SOLVING SKILLS IN 21ST CENTURY LEARNING AT SMA NEGERI 1 GORONTALO UTARA

Abstract

This study explores critical thinking and problem-solving skills among eleventh-grade students at SMA Negeri 1 Gorontalo Utara, focusing on the Computer Networking curriculum within a 21st-century learning framework. Rapid global changes demand skills to navigate complex challenges, yet Indonesian education, particularly in rural areas, often prioritizes rote learning, limiting analytical development. This research aims to assess students’ critical thinking and problem-solving abilities, identify challenges, and propose improvements. A descriptive qualitative approach was employed, collecting data through classroom observations, teacher interviews, and document analysis over two weeks in May 2025. Findings reveal students excel in providing clear, logical explanations, with 90 percent demonstrating effective communication in network-related discussions, and collaborating on solutions, scoring 3.5 out of 4. However, they struggle with evaluating arguments, scoring 2.7, drawing independent conclusions, achieved by 50 percent, and proposing strategies, achieved by 40 percent, indicating metacognitive weaknesses. Challenges include limited reflective practice, inadequate technological resources, and short class durations. The study concludes that while students show promise, targeted interventions are needed to deepen analytical skills. Recommendations include integrating project-based learning with local network issues, enhancing teacher training in facilitation, and improving technological access. This research offers insights for educators and policymakers to strengthen skill development, preparing students for digital-era demands in rural Indonesian contexts.