Abstract

This study aims to analyze students’ critical thinking skills and examine the relationship with self-regulated learning (SRL) in online learning. The research sample was active chemistry students with a total of 85 people consisting of 3 age groups, namely freshmen (N = 30), sophomore (N = 33), and junior (N = 22). Critical thinking indicators analyzed are accuracy, making assumptions, developing hypotheses, testing hypotheses, and developing conclusions. Meanwhile, 5 SRL indicators are metacognitive skills, time-sharing, environmental management, persistence, and seeking help. The results showed that the average score of juniors’ critical thinking (X = 85.91; SD = 3.22) was higher than sophomore (X = 81.67; SD = 3.02) and freshmen (X = 57.97; SD = 14.68). The same trend is shown in SRL, where juniors have higher SRL scores on all indicators than sophomores and freshmen. The analysis of each SRL indicator shows the highest score on the metacognitive skills indicator, and the lowest score is the finding help indicator. Students with high SRL scores tend to have high critical thinking scores. The findings strongly suggest the need for designing learning scenarios that can improve the interaction between students and lecturers and interaction among students in the online learning process.

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