Qualitative Content Analysis for Critical Thinking and Skill Development: A Case of Chemistry Curriculum

Abstract

In the era of globalization and knowledge, critical thinking development is a necessary skill. The research focuses on analyzing the Chemistry curriculum for grades IX-X to explore its emphasis on fostering critical thinking skills among students being an essential skill for the twenty-first century. It aims to develop problem-solvers, independent thinkers, and decision makers capable of applying their knowledge to real-life challenges. The curriculum advocates for interactive, learner-centered, participative, inquiry-based, practical, problem-solving, and analytical skills. It prioritizes the measurement of students' capacity for critical judgment, focusing on analysis and synthesis. NVivo 12 software was used with a qualitative content analysis approach to analyze the document. The findings of the study revealed a significant focus on the development of critical thinking to make them problem solvers, independent thinkers, and decision-makers to apply to the challenges of real life. As regards the standards and benchmarks, the curriculum is designed accordingly for the promotion of in-depth knowledge and higher-order thinking skills. Furthermore, the curriculum advocates for interactive, learner-centered, participative, inquiry-based, practical, problem-solving, and analytical skills. The assessment guidelines prioritize the measurement of student's capacity for critical judgment, focusing on analysis and synthesis. The study concludes by providing recommendations for teacher training, resource allocation, collaboration among stakeholders, regular curriculum updates, further research, and fostering a culture of critical thinking within educational institutions.