PROFIL BERPIKIR KRITIS SISWA KELAS XI SMA NEGERI 1 TORUE DALAMMENYELESAIKANMASALAH LINGKARAN DITINJAUDARI LEVEL BERPIKIR VAN HIELE

Critical thinking is an essential competence in mathematics
learning, particularly in circle topics that demand conceptual
understanding and geometric reasoning. One relevant
framework for examining this ability is Van Hiele’s levels
of geometric thinking. This study aims to describe students’
critical thinking skills in solving circle problems based on
their Van Hiele levels. A qualitative descriptive approach
was employed. The subjects consisted of three Grade XI
students, each representing Van Hiele level 0 (visualization),
level 1 (analysis), and level 2 (informal deduction). Data
were collected through circle problem-solving tests and
interviews. Critical thinking was analyzed using Ennis’s
indicators: elementary clarification, advanced clarification,
strategies and tactics, and inference. The findings show that
students at the visualization level understood problems and
applied basic procedures but did not demonstrate sufficient
inference and evaluation skills. Students at the analysis level
explained relationships among circle elements and applied
strategies appropriately, though their ability to recheck
results was limited. Meanwhile, students at the informal
deduction level exhibited more comprehensive critical
thinking across all indicators. The study concludes that the
higher the Van Hiele level, the stronger the quality of
students’ critical thinking in solving circle problems.