Analysis of Middle School Students’ Mathematical Critical Thinking Skills in Remote Areas on Integer Multiplication

Mathematical critical thinking skills are essential competencies that must be developed in students, particularly when addressing learning challenges in remote areas. This study aims to analyze the mathematical critical thinking skills of junior high school students in remote areas on the topic of integer multiplication using the Facione framework. A qualitative descriptive approach was employed, involving twenty-four eighth-grade students from a public junior high school in Lembata Regency as research participants. The study was conducted during the odd semester of the 2025/2026 academic year. Data were collected through a critical thinking test consisting of four essay questions and semi-structured interviews. Data analysis was based on four Facione indicators: interpretation, analysis, evaluation, and inference. The results indicate that students’ mathematical critical thinking skills were in the low category, with an average score of 49.74%. Specifically, the interpretation aspect reached 55.2%, analysis 48.96%, evaluation 41%, and inference 54.2%. The findings revealed that students experienced difficulties in analyzing conceptual relationships, evaluating arguments, and drawing logical conclusions. These results have important implications for the development of learning strategies that are responsive to the characteristics and needs of students in remote areas.