ABSTRACT
The purpose of this study was to determine students critical thinking skills as seen from their readiness to learn, in terms of interests and motivations, especially in the scope of science. This study aims to describe the following: (1) the learning readiness of high school students to achieve critical thinking skills in terms of their interests and motivations; (2) the factors that influence learning readiness of high school students. The research method used was descriptive qualitative. The results of this study are viewed from students’ learning interests in achieving critical thinking skills. Students showed that they did not like the learning carried out (35.5% had interest in the low category) and only 30.8% were motivated in completing learning assignments (low category); this has a strong influence on the learning process and 27.6% of students’ critical thinking skills were still low. The factors that influence high school students’ readiness to learn originate from the students themselves, whether or not the learning is achieved, how to convey the learning, and whether the students’ primary attention is devoted to activities outside of school.
