Critical Thinking Skills of Senior High Students in Learning Discipline and Ideas in Tuy Senior High School S.Y. 2024-2025

Abstract

The research examined how Grade 11 students at Tuy Senior High School in Discipline and Ideas in the Social Sciences developed their critical thinking abilities during the academic year 2024-2025. The study evaluated how Dramatization Debate and Role Play (DDR) functioned as methods for students to learn together. The researchers used a descriptive quantitative design to collect data from 43 HUMSS students through a teacher-created test and a questionnaire and focus group discussions.

The results showed that most students developed adequate critical thinking skills but some students struggled to assess real-life situations. The implementation of DDR strategies helped students develop their ability to present concepts and assess information and judge different viewpoints, with role play achieving the most substantial effect. Students demonstrated better collaboration abilities together with enhanced communication skills. The researchers discovered two main issues which included challenging subjects and resource shortages.

The study demonstrates that DDR methods successfully enhance students' critical thinking abilities and the researchers suggest that schools should implement Project KALESA and other innovative approaches to achieve better student participation and educational progress.