KEMAMPUAN BERPIKIR KRITIS SISWA DALAM KONTEKS PEMBELAJARAN KOLABORATIF BERDASARKAN TIPE KEPRIBADIAN EKSTROVERT DAN INTROVERT

This study aims to identify students' critical thinking skills in collaborative learning in terms of extrovert and introvert personality types. The study uses a qualitative approach with four subjects selected purposively, representing introvert and extrovert students in homogeneous and heterogeneous groups. Data were collected through critical thinking skills tests, group discussion observations, and in-depth interviews. Data analysis was based on critical thinking indicators according to Facione, namely interpretation, analysis, evaluation, and inference. The results showed that introverted students tended to display critical thinking skills through careful understanding of problems and systematic problem-solving steps, but the evaluation and inference processes were mostly done
internally. Extroverted students demonstrate critical thinking skills through active communication, courage in expressing ideas, and speed in determining strategies, but still need reinforcement in the aspects of reflection and thoroughness. In heterogeneous groups, critical thinking skills develop more evenly due to the complementary roles of introverted and extroverted students.