Qualitative analysis reveals differences in critical thinking emergence among biology teachers in Surakarta, suggesting targeted improvements in teaching modules.
Key Points
Critical thinking skills emerged prominently in biology teaching modules, particularly in the Muhammadiyah group.
The study analyzed modules from 15 biology teachers across public, private, and Muhammadiyah schools in Surakarta.
Qualitative descriptive research highlighted varied indicators of critical thinking across different school types.
Findings aim to inform biology teachers about improving critical thinking skills in their teaching modules.