Science Literacy and Self-Regulated Learning on Students' Critical Thinking Skills in Science Learning in Elementary School

Abstrak

This study aims to examine the influence of science literacy and self-regulated learning on the critical thinking ability of elementary school students in Natural Sciences (IPA) learning. In an era marked by technological developments and the complexity of global problems, students are not only required to master scientific concepts, but also to be able to think critically and manage their learning process independently. This study highlights the relationship and influence of these two variables on the critical thinking skills of elementary school students in the context of science learning. Empirical evidence suggests that high levels of science literacy contribute positively to critical thinking skills, while self-regulated learning plays an important role in helping students regulate their cognitive and metacognitive processes. By involving elementary school students in science learning, this study seeks to explain how the relationship between science literacy and self-regulation in supporting the development of critical thinking skills. The results of the research are expected to provide implications for teachers and curriculum designers in designing learning that fosters critical thinking skills through strengthening science literacy and self-regulated learning