Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir kritis pada siswa kelas XI TKJ terkait materi VLAN ditinjau dari kemampuan awal dan jenis kelamin. Dalam penelitian ini, kemampuan awal dikategorikan menjadi 3 yaitu, kemampuan awal tinggi, sedang dan rendah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif kualitatif. Teknik pengumpulan data melalui tes berpikir kritis dan wawancara. Hasil yang diperoleh adalah; a) Siswa laki-laki kemampuan awal tinggi dapat melalui tahap interpretasi, analisis, evaluasi, inference, dan eksplanasi serta self-regulation dengan baik; b) Siswa perempuan kemampuan awal tinggi dapat melalui tahap interpretasi, analisis, evaluasi, inference, dan eksplanasi serta self-regulation dengan baik; c) Siswa laki-laki kemampuan awal sedang dapat melalui tahap interpretasi, analisis, evaluasi, inference tetapi tidak dapat melalui tahap eksplanasi dan self-regulation dengan baik; d) Siswa perempuan kemampuan awal sedang dapat melalui tahap interpretasi, analisis, evaluasi, inference tetapi tidak dapat melalui tahap eksplanasi dan self-regulation dengan baik; e) Siswa laki-laki kemampuan awal rendah dapat melalui tahap interpretasi tetapi tidak dapat melalui tahap analisis, evaluasi, inference eksplanasi dan self-regulation dengan baik; dan f) Siswa perempuan kemampuan awal rendah dapat melalui tahap interpretasi tetapi tidak dapat melalui tahap analisis, evaluasi, inference eksplanasi dan self-regulation dengan baik. Kata-kata Kunci: Berpikir kritis, Kemampuan Awal, Jenis Kelamin, Pemecahan Masalah, VLAN.

The purpose of this study was to analyze critical thinking skills in class XI TKJ students related to VLAN material in terms of their initial abilities and gender. In this study, the initial ability was categorized into 3 namely, high initial ability, moderate and low. This study uses a qualitative approach with a qualitative descriptive type. The technique of collecting data through critical thinking tests and interviews. The results obtained are; a) Early high ability male students can go through the stages of interpretation, analysis, evaluation, inference, and explanation and self-regulation properly; b) Female students with high initial abilities can go through the stages of interpretation, analysis, evaluation, inference, and explanation and self-regulation properly; c) Early ability male students are able to go through the stages of interpretation, analysis, evaluation, inference but cannot go through the explanation and self-regulation stages well; d) Female students of early ability are able to go through the stages of interpretation, analysis, evaluation, inference but cannot pass the explanation and self-regulation stages properly; e) Male students of low initial ability can go through the stage of interpretation but cannot go through the stages of analysis, evaluation, explanation and self-regulation inference properly; and f) Low ability female students can go through the interpretation stage but cannot go through the stages of analysis, evaluation, explanation and self-regulation inference properly. Keywords : Critical Thinking, Initial Capability, Gender, Problem Solving, VLAN

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