A Scientific Approach Based on Critical Thinking in Explanatory Texts: Eleventh-Grade Students at Darussalam High School in Blokagung

Abstract

The implementation of the Merdeka Curriculum emphasizes student-centered learning that supports the development of critical thinking skills. One learning approach considered relevant to achieving this objective is the scientific approach, particularly in teaching explanation texts. This study aimed to describe the implementation of the scientific approach in teaching explanation texts and analyze its role in developing students' critical thinking skills in Grade XI at SMA Darussalam Blokagung. This research employed a qualitative descriptive approach. The research subjects consisted of an Indonesian language teacher and Grade XI students. Data were collected through classroom observations, in-depth interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that the implementation of the scientific approach was conducted systematically through the stages of observing, questioning, exploring, reasoning, and communicating in accordance with the principles of the Merdeka Curriculum. These learning stages encouraged students to participate actively in the learning process and supported the development of critical thinking skills, as reflected in their ability to identify important information, analyze cause-and-effect relationships, formulate arguments based on evidence, and communicate the results of their analyses systematically. The study concludes that the scientific approach contributes to the development of students' critical thinking skills in learning explanation texts and supports meaningful, contextual, and student-centered Indonesian language learning.