ABSTRACT
The Merdeka Curriculum aims to develop students' critical thinking skills, aligning with the Pancasila Student Profile, which emphasises critical reasoning. These skills are essential for achieving SDG 13 (Climate Action) and SDG 4 (Quality Education), empowering individuals to understand complex issues like climate change, propose practical solutions, and act reflectively based on evidence. Quality education that fosters critical thinking equips students to address global challenges effectively and contribute to a sustainable future. This study evaluates the critical thinking skills of Grade 10 students studying environmental change topics under the Merdeka Curriculum in South Tangerang. Using a quantitative descriptive method, the research involved 113 students from three public senior high schools. The instrument, based on Facione's six indicators—interpretation, analysis, evaluation, inference, explanation, and self-regulation—consisted of nine valid questions. Data were analysed as average indicator achievement percentages. The results show that all schools fall into the low critical thinking category, with no significant differences across schools. The study recommends discussion techniques, self-reflection, problem-solving, and constructive feedback to enhance students' critical thinking skills effectively.
