BUDAYA PEMBELAJARAN DAN PELUANG BERPIKIR KRITIS SISWA DI PENDIDIKAN DASAR: BUKTI KUANTITATIF KONTEKS MULTIBAHASA INDONESIA TIMUR

Abstract

ABSTRACT

Empirical evidence regarding the relationship between classroom learning culture and opportunities for critical thinking in primary education across the Global South remains limited, particularly in resource-constrained settings. This study aims to analyze the predictive relationship between learning culture and opportunities for critical thinking among primary school students in Kupang City, East Nusa Tenggara, Indonesia. A quantitative approach with a predictive design was employed, involving 95 primary school teachers with a minimum of two years of teaching experience. Data were collected using two Likert-scale instruments that met validity and reliability criteria. Subsequently, the data were analyzed using simple linear regression after the analytical assumptions had been satisfied. The test results show that learning culture has a positive and significant relationship with opportunities for critical thinking based on teacher perceptions (beta = 0.432; p < 0.001). The model explains 18.7% of the variance in critical thinking opportunities, with a medium effect size (f² = 0.230). These findings indicate that classroom learning culture serves as a relevant predictor for the availability of reasoning opportunities in learning, although the variance explained by the model remains limited. This study provides contextual evidence from Kupang and underscores the need to develop learning environments that encourage questioning, the exchange of ideas, and critical reflection, accompanied by further research through classroom observations and direct measurements of student capabilities.

ABSTRAK

Bukti empiris mengenai keterkaitan budaya belajar di kelas dengan kesempatan berpikir kritis pada pendidikan dasar di kawasan Global South masih perlu diperluas, terutama dalam konteks wilayah dengan keterbatasan sumber daya. Penelitian ini bertujuan menganalisis hubungan prediktif antara budaya belajar dan kesempatan berpikir kritis siswa sekolah dasar di Kota Kupang, Nusa Tenggara Timur. Penelitian menggunakan pendekatan kuantitatif dengan desain prediktif yang melibatkan 95 guru sekolah dasar berpengalaman mengajar minimal dua tahun. Data diperoleh melalui dua instrumen berskala Likert yang telah memenuhi kriteria validitas dan reliabilitas. Selanjutnya, data dianalisis menggunakan regresi linear sederhana setelah persyaratan analisis terpenuhi. Hasil pengujian menunjukkan bahwa budaya belajar memiliki hubungan positif dan signifikan dengan kesempatan berpikir kritis berdasarkan persepsi guru (β = 0,432; p < 0,001). Model menjelaskan 18,7% variasi kesempatan berpikir kritis, dengan ukuran efek sedang (f² = 0,230). Temuan ini mengindikasikan bahwa budaya belajar kelas merupakan prediktor yang relevan bagi tersedianya kesempatan penalaran dalam pembelajaran, meskipun variasi yang dijelaskan model masih terbatas. Penelitian ini memberikan bukti kontekstual dari Kupang dan menegaskan perlunya pengembangan lingkungan belajar yang mendorong pertanyaan, pertukaran gagasan, serta refleksi kritis, disertai penelitian lanjutan melalui observasi kelas dan pengukuran langsung kemampuan siswa.