 |
| Illustration by Ai |
Indonesian Junior High Students Show Declining Critical Thinking and Independent Learning Skills
Critical thinking and independent learning skills among Indonesian junior high school students are declining, according to a 2026 study conducted by Universitas Negeri Makassar researchers Abriadi Muhara, Hasmawaty, Fadhilah Afifah, Faradilla Rusliana, and Azizah Amal. The findings highlight growing concerns about teacher-centered classrooms, uneven implementation of the Merdeka Curriculum, and students’ increasing dependence on teacher instruction after the COVID-19 pandemic.
The study, published in the Jurnal Multidisiplin Madani (MUDIMA), analyzed educational research published between 2017 and 2026. The researchers concluded that many Indonesian students still struggle to think analytically, manage their own learning process, and adapt to modern educational demands.
The issue matters because critical thinking and learning independence are considered essential competencies for the 21st century. These skills are increasingly important in a world shaped by artificial intelligence, digital information, automation, and rapidly changing labor markets. Students who cannot analyze information independently or regulate their learning may face long-term disadvantages in higher education and employment.
Abriadi Muhara and the research team from Universitas Negeri Makassar found that Indonesian classrooms are still largely dominated by conventional teaching methods. In many schools, teachers continue to rely heavily on memorization-based instruction and one-way lectures, leaving students with limited opportunities to ask questions, evaluate information, or solve problems independently.
The researchers also identified a decline in students’ self-regulation abilities after the pandemic. During periods of remote learning, many students struggled to manage time, maintain motivation, and understand lessons without direct supervision from teachers. According to the study, these difficulties continued even after schools returned to face-to-face instruction.
The research used a Narrative Review approach, examining academic literature indexed in SINTA and Google Scholar. The team reviewed peer-reviewed Indonesian studies related to junior high school students, critical thinking, learning independence, and the implementation of the Merdeka Curriculum. The analysis focused on identifying recurring themes, patterns, contradictions, and long-term educational trends.
Four major themes emerged from the review.
First, the study found that critical thinking skills remain relatively low among Indonesian junior high school students. Many students are not consistently trained to analyze arguments, evaluate evidence, or develop logical reasoning. Teacher-centered learning patterns were identified as one of the main causes.
Second, the research revealed declining learning independence. Students often depend heavily on teacher guidance and show limited initiative in planning or monitoring their own learning activities. Weak self-regulation skills were especially visible during online learning periods.
Third, several innovative teaching models were found to improve student performance when implemented effectively. Approaches such as Problem-Based Learning, Project-Based Learning, and Resource-Based Learning helped students become more active, analytical, and independent learners.
However, the study noted that implementation remains uneven across Indonesia. Schools with better facilities and teacher training programs tend to achieve stronger results, while schools in remote or under-resourced regions face significant limitations.
Fourth, the researchers highlighted ongoing challenges in implementing the Merdeka Curriculum. Although the curriculum was designed to encourage student-centered learning and higher-order thinking skills, many schools still lack the infrastructure, training, and institutional support needed to apply the curriculum effectively.
The study also emphasized the role of technology in shaping student learning behavior. While digital technology has the potential to support independent learning, many students use technology primarily for entertainment or instant answers rather than deeper analysis and reflection.
According to the researchers, this trend reflects a broader gap between the demands of modern education and students’ actual learning habits.
Social and cultural factors were also identified as important influences. In many Indonesian educational environments, students are still encouraged to prioritize obedience, examination scores, and compliance with teacher instructions. As a result, they may feel less confident questioning ideas, expressing arguments, or exploring information independently.
Educational inequality between urban and rural areas further contributes to the problem. Schools in major cities generally have stronger internet access, more experienced teachers, and better learning resources. Meanwhile, many schools in remote areas continue to face shortages of technology, training opportunities, and educational materials.
The researchers argued that declining critical thinking skills cannot be explained by student factors alone. Instead, the problem reflects broader structural and pedagogical challenges within the Indonesian education system.
“The decline in critical thinking skills and learning independence is a multidimensional issue,” the authors from Universitas Negeri Makassar wrote in their analysis. They emphasized that improving these competencies requires stronger teacher preparation, supportive learning environments, and consistent curriculum implementation.
The study recommends more intensive teacher training programs focused on active learning strategies, formative assessment, and higher-order thinking instruction. Schools are also encouraged to create learning cultures that support discussion, exploration, collaboration, and problem-solving rather than passive memorization.
For policymakers, the findings highlight the importance of supporting the Merdeka Curriculum with adequate facilities, teaching resources, and long-term institutional guidance. Without those supports, curriculum reform alone may not significantly improve student outcomes.
The researchers also called for long-term studies examining how critical thinking and learning independence evolve over time in Indonesian schools. Comparative studies between regions and school systems could help identify which educational environments are most successful in developing these competencies.
The findings may have broader implications beyond Indonesia. Many education systems worldwide are facing similar concerns about declining student engagement, overreliance on digital shortcuts, and difficulties adapting to post-pandemic learning environments.
As artificial intelligence tools become more integrated into classrooms and everyday life, the ability to think critically and learn independently is becoming increasingly valuable. The study suggests that strengthening those skills will require not only curriculum reform, but also cultural and institutional changes in how students learn.
Author Profile
Abriadi Muhara is an education researcher from Universitas Negeri Makassar specializing in innovative learning methods, critical thinking development, and educational transformation. The study was co-authored by Hasmawaty, Fadhilah Afifah, Faradilla Rusliana, and Azizah Amal from the same university.
Source
0 Komentar