Teacher Strategies in Improving Students' Critical Thinking Skills Through In-Depth Learning of SMPN Satap Kalama Mamasa Students

This study aims to describe the strategies, obstacles faced by teachers, and supporting factors in improving students' critical thinking skills through in-depth learning at SMPN Satap Kalama Mamasa. This research is a descriptive qualitative study. Data collection techniques used were observation, interviews, and documentation. The subjects were Indonesian language teachers and eighth-grade students at SMPN Satap Kalama Mamasa. Data analysis consisted of data reduction, data presentation, and conclusion drawing. The results indicate that 1). Teachers' strategies for improving students' critical thinking skills through in-depth learning at SMPN Satap Kalama Mamasa consist of planning, implementation, and assessment. 2). Obstacles faced by teachers in improving students' critical thinking skills through in-depth learning at SMPN Satap Kalama Mamasa consist of two factors: internal and external. Internal factors include differences in students' understanding levels and visual impairments experienced by some students. Meanwhile, external factors include insufficient family support, negative community influences, and limited adequate learning tools and media. These obstacles pose challenges for teachers in implementing effective in-depth learning to improve students' critical thinking skills. 3). Supporting factors for improving students' critical thinking skills through in-depth learning at SMPN Satap Kalama Mamasa include collaboration between teachers and support from the principal. Collaboration between teachers plays a crucial role in designing learning strategies that enhance students' critical thinking skills, while also enabling teachers to exchange experiences, ideas, and best practices in the teaching and learning process. The principal provides support through training, guidance, and advice to teachers, enabling more effective implementation of in-depth learning.