ANALYSIS OF STUDENTS CRITICAL THINKING ABILITY ON DISTANCE LEARNING PHYSICS LESSONS SMA/MA CITY OF TANJUNGBALAI A.Y 2020/2021

This study aims to determine the level of students' critical thinking skills in distance learning physics subjects using aspects of critical thinking skills according to Ennis. The method used is descriptive with a quantitative approach. The population in this study was all SMA/MA Tanjungbalai City. The research sample was taken by purposive sampling as many as 150 students of class X from 5 sample schools SMA/MA Tanjungbalai City. The research instrument is a test of critical thinking skills and a questionnaire. The critical thinking ability of SMA/MA students in Tanjungbalai City in the subject of straight-motion physics in distance learning is still low overall. The average test of students' critical thinking skills is 55,73 in the low category. With the average achievement of each aspect, namely 61,83 in the aspect of Elementary Clariﬁcation, 56,37 in the aspect of Basic Support, 53,60 in the aspect of Interference, 56,17 in the aspect of Advance Clariﬁcation, 50,67 in the aspect of Strategy and Tactics. Student responses to distance learning show that all respondents of SMA/MA Tanjungbalai On the aspect of access to the use of distance learning, students gave an average response of 70%, indicating that students still ﬁnd it di�cult to use the distance learning method applied. Understanding the material shows that learning occurs when 78% of students better understand the material in face-to-face learning, and 52% of students understand physical lessons through distance learning. The aspect of implementing distance learning shows that students' responses to the e�ectiveness of distance learning are weak, with an average response of 65%.

The progress of education in the 21st century is part of various competencies or abilities that may be mandatory for students, one of which is the expertise of students in critical thinking and problem solving (Critical Thinking and Problem-Solving Skills), the 21st-century learning paradigm emphasizes 4C namely (Communication, Collaboration, Critical Thinking, and Problem Solving, and Creativity and Innovation) the ability of students to think critically, be able to connect science with the real world, master information technology, communicate and collaborate (Söderström et al., 2011).
The importance of critical thinking skills for students because it can stimulate students' thinking cognitively in obtaining knowledge. Students' critical thinking is needed at this time because during the teaching and learning process students 33 Indonesian Physics Education Research, Volume 02, No. 01, June 2021, pp. 32-40 will develop ideas for thinking about a problem encountered in learning. Likewise, in learning physics, all the concepts of learning are from everyday life.
The world is currently being attacked by the coronavirus outbreak.
Coronavirus Diseases 2019 , On March 2, 2020, COVID-19 has started to enter the country of Indonesia which has begun to be tested positive for corona, This requires us to stay at home to break the chain of virus transmission. This situation causes all activities in various sectors, including the education sector, to be hampered. According to the Minister of Education and Culture Circular no. 36962/MPK.A/HK/2020 In 2020, to continue educational activities, the government has made e orts to reduce the series of Covid-19, one of which has been implemented in the Indonesian education system. Since March 2020, teaching activities have been carried out through an online or remote system (Yurianto & Wibowo, 2020).
According to Sani (2016), society in the 21st century should realize how important it is to prepare young generations who are creative, flexible, think critically, make the right decisions, and are skilled in solving a problem. Based on this, schools should continue to strive to build and train and improve students' thinking skills so that they can face the challenges of learning in the 21st century.
Critical thinking skills can be trained during the Physics learning process.
Based on observations at SMA Kota Tanjungbalai, currently, every SMA/MA school is conducting a distance learning process (PJJ) on physics subjects, with teachers providing material with various media, namely Zoom, Whatsapp, Google Meet, Google Classroom, Microsoft Teams, and others. , then students learn from the material provided and do assignments independently from home. This kind of learning process will result in less stimulation of student development because they dominate independent homework assignments at home. This of course will have an impact on students' critical thinking skills Based on this, researchers are interested in knowing what the description of students' critical thinking skills is like and analyzing their level of achievement during distance learning. This is certainly done as a form of evaluation of the distance learning process. In addition, it can also be an input for teachers to be able to increase creativity in compiling a learning system that can improve students' critical thinking skills in distance learning. This critical thinking ability analysis The type of research carried out is descriptive with a quantitative approach, the research design carried out is One-Shot Case Only, which means that from this research design there is a group that is given treatment and then the results are analyzed by observation (Sugiyono, 2017).
The technique of collecting data in this study is to use a critical thinking ability test instrument that has been validated in terms of items in previous research and development to determine the level of students' critical thinking skills. a questionnaire instrument containing statements or questions about student responses to distance learning.

Research Result
Giving scores to student test results and making a recapitulation of the measured test results, the scores obtained will be totaled and categorized in their respective groups and then the average index is calculated according to the predetermined categories, namely;          Table 7. This shows that the percentage of responses from Tanjungbalai City Senior High School students to distance learning on each indicator has di erent criteria. In the Positive statement, the average percentage of student responses to distance learning is 63% with a weak category. In negative statements, the average percentage of student responses to distance learning is 75% with a strong category.

Discussion of Research Result
Based on the student CBC data presented at each school, it can be seen that the students' CBC, in general, is in a low category. Only 2% of students were able to be in the very good category with a total of 3 students, followed by only 12% of students who were able to be in the good category with a total of 18 students, followed by only 13% of students who were able to be in the su cient category with the number of students as many as 19 people, followed by 19% only in the low category with a total of 29 students, and dominant 54% students in the very low category as many as 81 students. each category indicator of the critical thinking ability of high school / MA students in Tanjungbalai City is only in the low category.
The ability to think critically becomes very important in the learning process because it can train students carefully, thoroughly, and logically to improve decision-making from all angles. If students' critical thinking skills are instilled and developed, human resources will be formed who think quickly and critically in problem-solving. Therefore, the learning process in schools, including learning physics, must develop students' abilities and skills to explore, process, and critically evaluate various information (Sari, 2014).
The results of the questionnaire show that students' responses to distance learning that are currently applied in schools, find facts where students do not  Anita & Trisianawati (2016) in their research explaining that distance learning can improve good and interactive communication for students, because with distance learning students get access to scientific reference information related to the broad learning process (Anita & Trisianawati, 2016).

CONCLUSION
The critical thinking ability of high school/MA students in Tanjungbalai City in the subject of straight-motion physics in distance learning is still low overall.
The average critical thinking ability test of students is 55.73 in the low category.
Based on the results of student responses, it shows that in the aspect of access to the use of distance learning, students give an average response of <70% indicating that students are still di cult to use the applied distance learning method.
face-to-face and 52% of students understand physics lessons through distance learning, the aspect of the e ectiveness of the implementation of distance learning shows that students' responses to the e ectiveness of distance learning are weak with an average response of ±65%.

ACKNOWLEDGMENTS
I would like to express my gratitude to Mr. Sabani as the supervisor who has provided guidance and input to the author so that this research can be carried out.
Last, but not least, thanks to my family for the moral and financial support during this study.