GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS

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This study aims to analyze elementary school students’ critical thinking skills in understanding Serat Centhini texts from a gender difference perspective. A descriptive quantitative approach was employed to examine differences in critical thinking skills between male and female students in their understanding of Serat Centhini texts. The participants consisted of 186 fifth-grade elementary school students in Surakarta, which selected through stratified cluster random sampling, comprising 100 male students and 86 female students. The instrument used was Critical Thinking on Texts, developed based on Ennis’s critical thinking indicators, including focus, reasoning, inference, situation, and clarity. Data were collected through Indonesian language-learning activities incorporating cultural texts and analyzed using SPSS version 25 with descriptive statistics, crosstabulation, and odds ratio analysis. The finding reveals a clear difference between male and female students in critical skills toward Serat Centhini texts, where 66.3% of female students were categorized as having high critical thinking skills, whereas only 45% of male students reached the same level. The odds ratios indicate that female students are more likely than male students to achieve a high level of critical thinking. The most prominent differences were found in the indicators of inference and situation, which relate to the ability to understand implicit meanings and the text’s moral context. These findings confirm that reading experiences and gender-based cognitive-affective factors may influence children’s depth of critical thinking when engaging with traditional literary texts. This study recommends the integration of cultural texts such as Serat Centhini into Indonesian language learning to enhance students’ critical literacy and promote cognitive equity across genders from the elementary school level." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/15-126", "name": "GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE..." } } ] } Home Browse GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Sugara U, Mustadi A, Saptono B et al. GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.12688/f1000research.175854.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] Ujang Sugara https://orcid.org/0009-0002-1800-2533 1 , Ali Mustadi 1 , Bambang Saptono 1 , [...] Utari Woro Hanjaya 2 , Fitri Annisa https://orcid.org/0000-0001-5414-4892 3 , Natasya Ayu Salsabilla 4 , Dinar Mahardhika Pratiwi 1 , Salisa Arina Haqi 1 , Septirini Sekar Nusantari 5 Ujang Sugara https://orcid.org/0009-0002-1800-2533 1 , Ali Mustadi 1 , [...] Bambang Saptono 1 , Utari Woro Hanjaya 2 , Fitri Annisa https://orcid.org/0000-0001-5414-4892 3 , Natasya Ayu Salsabilla 4 , Dinar Mahardhika Pratiwi 1 , Salisa Arina Haqi 1 , Septirini Sekar Nusantari 5 PUBLISHED 27 Jan 2026 Author details Author details 1 Primary Education, Universitas Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia 2 Department of Biostatistics, Epidemiology and Population Health, Universitas Gadjah Mada, Yogyakarta, Special Region of Yogyakarta, Indonesia 3 Early Childhood Education Department, Universitas Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia 4 Graduate School in Linguistics, Universitas Gadjah Mada, Yogyakarta, Special Region of Yogyakarta, Indonesia 5 Indonesian Language & Literature Education, Universitas Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia Ujang Sugara Roles: Conceptualization, Data Curation, Investigation, Methodology, Resources, Validation Ali Mustadi Roles: Supervision Bambang Saptono Roles: Supervision Utari Woro Hanjaya Roles: Formal Analysis, Software, Visualization Fitri Annisa Roles: Project Administration, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Natasya Ayu Salsabilla Roles: Writing – Original Draft Preparation, Writing – Review & Editing Dinar Mahardhika Pratiwi Roles: Writing – Review & Editing Salisa Arina Haqi Roles: Software Septirini Sekar Nusantari Roles: Visualization, Writing – Original Draft Preparation OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Abstract* Critical thinking is an essential skill in education as it enables students to develop problem-solving and analytical abilities. This study aims to analyze elementary school students’ critical thinking skills in understanding Serat Centhini texts from a gender difference perspective. A descriptive quantitative approach was employed to examine differences in critical thinking skills between male and female students in their understanding of Serat Centhini texts. The participants consisted of 186 fifth-grade elementary school students in Surakarta, which selected through stratified cluster random sampling, comprising 100 male students and 86 female students. The instrument used was Critical Thinking on Texts, developed based on Ennis’s critical thinking indicators, including focus, reasoning, inference, situation, and clarity. Data were collected through Indonesian language-learning activities incorporating cultural texts and analyzed using SPSS version 25 with descriptive statistics, crosstabulation, and odds ratio analysis. The finding reveals a clear difference between male and female students in critical skills toward Serat Centhini texts, where 66.3% of female students were categorized as having high critical thinking skills, whereas only 45% of male students reached the same level. The odds ratios indicate that female students are more likely than male students to achieve a high level of critical thinking. The most prominent differences were found in the indicators of inference and situation, which relate to the ability to understand implicit meanings and the text’s moral context. These findings confirm that reading experiences and gender-based cognitive-affective factors may influence children’s depth of critical thinking when engaging with traditional literary texts. This study recommends the integration of cultural texts such as Serat Centhini into Indonesian language learning to enhance students’ critical literacy and promote cognitive equity across genders from the elementary school level. READ ALL READ LESS Keywords Critical thinking, serat centhini, elementary students, critical literacy Corresponding Author(s) Ujang Sugara ( [email protected] ) Fitri Annisa ( [email protected] ) Close Corresponding authors: Ujang Sugara, Fitri Annisa Competing interests: No competing interests were disclosed. Grant information: This research was funded by the Indonesia Endowment Fund for Education (LPDP) The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2026 Sugara U et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Sugara U, Mustadi A, Saptono B et al. GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.12688/f1000research.175854.1 ) First published: 27 Jan 2026, 15 :126 ( https://doi.org/10.12688/f1000research.175854.1 ) Latest published: 27 Jan 2026, 15 :126 ( https://doi.org/10.12688/f1000research.175854.1 ) Introduction Critical thinking skills are widely recognized as an essential competency in 21 st -century education and have therefore been introduced from the elementary level. These skills enable students to draw reasoned conclusions, make informed decisions, as well as solve problems effectively. In higher education, critical thinking skill is emphasized to encourage independent thinking, personal autonomy, and reasoned judgment ( Alwehaibi, 2012 ; Latif et al., 2018 ; Thomas, 2011 ). Critical thinking also enables students to solve problems effectively and make better decisions. Furthermore, critical thinking skills have become important for students’ future success in an ever-changing world ( Tosuncuoglu, 2018 ). Within educational practice, critical thinking is often integrated into reading and literacy instruction to enhance students’ analytical, evaluation, and comprehension skills. For instance, in China, integrated reading and writing assignments are designed to stimulate critical thinking skills ( Zhu et al., 2014 ). Such tasks are encourage readers not only to understand texts literally but also to “read between the lines” and “read across the lines” by making relevant inferences, analyzing, and synthesizing information from multiple texts ( Westby, 2004 ). One type of text that can be utilized to foster critical thinking is folklore. Folklore has significant potential to stimulate critical thinking through its rich content, including values, conflicts, morals, and cultural perspectives ( Riani et al., 2025 ). Folklore can be defined to be traditional stories that reflect and transmit cultural values, social norms, and local identity. ( Ahmed & Kousar, 2023 ; Babayeva, 2023 ; Reynolds, 2015 ). Integrating folklore into educational practices can support cultural appreciation and the development of analytical skills, including the ability to analyze the structure, meaning, and messages within texts. Numerous studies have shown that folklore can foster critical thinking. For example, integrating folklore into elementary school curricula in Ghana encourages reflective thinking about social life and cultural norms ( Agbenyega et al., 2017 ). Folktales provide a rich context for critical reading, allowing students to connect their learning to real-life situations and cultural practices ( Zakaria et al., 2023 ). In the Indonesian context, one folklore that contains rich local knowledge and holds strong potential as critical literacy teaching material is Serat Centhini. Serat Centhini contains a wealth of local knowledge, covering various aspects of community life, including customs, beliefs, and daily practices. This local knowledge can be used to teach students about the importance of local wisdom and its application in modern life ( Mambu et al., 2025 ; Parameswara et al., 2023 ). Despite this potential, the use of folklore rich of local knowledge has not yet been widely into classroom learning ( Zakaria et al., 2023 ) since not all students and teachers have access to or lack of deeper understanding of folklore and the values contained within it ( Johan et al., 2019 ). Research indicates that critical reading skills among elementary school students remain low. For instance, Utami et al (2020) found that upper-grade students struggled to fully comprehend multimodal texts and required regular teacher guidance to do so. This indicates that students are not deeply engaged with the material to analyze or critique it critically. Furthermore, research on critical thinking in folklore texts remains very limited, so the potential of local wisdom as a meaningful learning resource has not been fully realized. However, a local culture-based approach can increase the relevance of learning. Specifically, no research has examined Serat Centhini as a teaching material or as an object of critical analysis at the elementary school level, because folklore is considered too complex and relevant only to secondary and higher education. This situation indicates an important research gap that needs to be addressed, both in developing critical literacy and in preserving local culture through elementary education. Many studies have shown gender differences in critical thinking, reading literacy, and other cognitive abilities. For instance, one study showed few gender differences in specific cognitive components of reading comprehension. Male showed a slight advantage in text inference and low-knowledge integration, while female performed better in high-knowledge integration and text memory ( Hannon, 2014 ). However, other research shows that girls consistently outperform boys in reading literacy across 65 countries, with a significant effect size (d = 0.44) ( Reilly, 2012 ). These results indicate that gender differences in cognitive skills remain inconsistent, as some studies show that women are better at literacy and others show that men are superior in certain logical skills. In fact, at the elementary school level, research on gender differences in critical thinking towards literary/folklore texts is almost non-existent. These gaps offer opportunities for research to uncover new insights, especially regarding gender differences in critical thinking skills regarding folklore texts, thereby adding a gender perspective to the study of critical thinking in elementary schools and providing a new understanding of critical literacy grounded in local knowledge. This study aims to examine the students’ critical thinking skills through the lens of gender differences by engaging folklore texts, particularly Serat Centhini, by: 1) Comparing the level of critical thinking based on gender; and 2) Comparing critical thinking indicators reviewed from the perspective of gender differences. Methods This employed a survey design with a descriptive quantitative approach, which aims to analyze the differences in critical thinking skills between male and female students when engaging Serat Centhini text. This design was selected to provide a systematic overview of students’ critical thinking profiles and to examine gender-based differences in critical thinking abilities through statistical analysis. Furthermore, this approach enables trend analysis and risk estimation (in the form of odds ratios) across different categories of critical thinking abilities. The study population consisted all fifth-grade students in Surakarta City, Indonesia. The sampling technique used in this study was cluster random sampling. The selected sample comprised 186 fifth-grade students from nine schools across five sub-districts. This technique was used to ensure gender representation. Of the total participants, 100 were boys and 86 were girls, aged between 10-11 years. Critical thinking skills related to the Serat Centhini text were measured using a critical thinking test instrument developed based on the critical thinking framework by Ennis (2015) and has been adapted to the context of elementary school learning. The five indicators of critical thinking skills assessed in this instrument are presented in Table 1 . Table 1. Critical thinking assessment framework. Critical thinking elements Definition Critical thinking Critical thinking sub Focus Making a decision about something to believe by clarifying the questions or issues at hand. Provide a simple explanation (elementary clarification) Focusing questions, Analyzing arguments to determine possible answers, asking and answering questions about an explanation and challenges Reason Knowing the reasons for or against decisions made based on relevant situations and facts. Building basic skills Ability to provide reasons, observe and consider observation results Inference Making a reasoned or valid conclusion. An important part of this conclusion step is identifying assumptions and finding solutions, considering interpretations of the situation and evidence. Conclusion Making deductions and considering the results of deductions, Making inductions and considering the results of inductions, Making and considering the value of decisions Situation Understanding the situation and always keeping the situation in mind will help clarify questions in the focus dimension and know the meaning of key terms, relevant parts as support. Identify terms and consider them Operational form Clarity Explain the meaning or terms used. Make further explanation Defining terms and identifying assumptions Overview Step back and thoroughly examine the decisions made. Developing strategies and tactics Deciding on an action and interacting with others Data collection was conducted during Indonesian language lessons under the supervision of the class teacher to maintain a natural learning environment. Students were provided the Serat Centhini text and asked to transform it into a simplified story that incorporated local knowledge and philosophical values appropriate to the cognitive development of elementary school-aged children. Students completed the instrument after reading the Serat Centhini text. Before completing the instrument, they input gender data, which the researcher recorded as a categorical variable for comparative analysis. Data analysis was conducted using SPSS version 25. Descriptive statistics were applied to describe the general profile of students’ critical thinking skills. To examine the relationship between gender and critical thinking ability categories, researchers used Crosstab and Risk Estimate (Odds Ratio) analyses, with a 95% confidence interval and a p-value < 0.05 as the significance limit. Additionally, each critical thinking indicator was analyzed separately to identify specific tendencies and gender differences in students’ comprehension of the Serat Centhini text. Results The results indicate that there are differences in the ability to critique Serat Centhini among fifth-grade elementary school students based on gender. Female students have a higher average score than male students, as presents in Table 2 . Table 2. Student critical thinking test results. Gender Critical thinking Mean Median Var StDev Min Max Range Boys 65.70 71.00 352.185 18.76 11.00 93.00 82.00 Girls 58.40 61.00 376.387 19.40 11.00 89.00 78.00 Based on the results above, it is known that women have an average critical thinking ability that is 7.30 points higher than men. This means that in general, women tend to be more able to think critically about the Serat Centhini text. Furthermore, the median score for women is higher than that for men, indicating that most female students are at a higher level of ability than men, and this is not due to a few extreme values. However, the scores of male students are more diverse than those of female students, as indicated by the variance and standard deviation. Female students demonstrated a higher peak scores than male students. Thus, it suggests that female students are superior to male students even though both have the same minimum score. Female students also have a slightly wider score range, indicating that they are not only superior in average scores but also have students with more extreme maximum scores. Inferentially, differences in critical thinking abilities among 5th-grade students by gender were assessed using a normality test to determine whether the data were normally distributed, as shown in Table 3 . Table 3. Normality test result. Tests of normality Kolmogorov-Smirnov a Shapiro-Wilk Statistic df Sig. Statistic df Sig. Critical Thinking .148 186 .000 .941 186 .000 a Lilliefors Significance Correction. Based on the results of the Kolmogorov-Smirnov test, a significance value of 0.000 was obtained, as was the Shapiro-Wilk test, which showed a significance result of 0.000. Both values are less than 0.5, indicating that the data on students’ critical thinking abilities are not normally distributed. Therefore, to determine the results of the comparison of critical thinking in male and female students, the test used is the non-parametric Fisher’s Exact Test. The results of this analysis are presented in Table 4 . Table 4. Students’ critical thinking scores by gender. Critical thinking Low Hight Total Odds ratio (95% CI) p-value * Gender Boys Count 55 (55.0%) 45 (45.0%) 100 2.402 (1.324-4.359) 0.005 Girls Count 29 (33.7%) 57 (66.3%) 86 * Fisher's Exact Test. Based on Table 4 , the majority of male students are in the low critical thinking category (55%), while female students are more in the high critical thinking category (66.3%). Descriptively, female students have better critical thinking skills towards Serat Centhini than male students. This also indicates a significant difference in critical thinking skills by gender, as shown by the p-value of 0.005 < 0.05. These results also indicate that males are 2.4 times more likely than females to be in the low category. The confidence interval obtained also does not exceed 1, so this result is stable and reliable. Furthermore, gender-based differences across each critical thinking skill indicator are presented in Table 5 . Table 5. Differences in students’ critical thinking by gender and critical thinking indicators. Indicator Gender Low score High score Odds ratio (95% CI) p-value * Count Focus Boys 48 52 1.483 (0.826-2.662) 0.235 Girls 33 53 Reason Boys 51 49 1.756 (0.976-3.160) 0.076 Girls 32 54 Inference Boys 56 44 1.855 (1.034-3.325) 0.041 Girls 35 51 Situation Boys 67 33 1.088 (0.592-1.999) 0.877 Girls 56 30 Clarity Boys 50 50 2.185 (1.198-3.985) 0.011 Girls 27 59 Overview Boys 50 50 1.324 (0.742-2.364) 0.378 Girls 37 49 * Fisher's Exact Test. The results of the cross-tabulation analysis between gender and critical thinking ability indicators indicate variations in differences between male and female students in each critical thinking indicator. The inference and clarity indicators were found to be significant (p = 0.041) and (p = 0.011). These results indicate that male students are 1.8 times more likely than female students to be in the low category on the inference indicator. Meanwhile, for the clarity indicator, male students are also 2.1 times more likely to have lower clarity than female students. Hence, it can be concluded that female students demonstrate better inferential abilities and clearer thinking. The other four indicators, focus, reason, situation, and overview, did not show significant differences between male and female students (p > 0.05), although the reason indicator showed a tendency to approach significance (p = 0.076). In addition, the Odds Ratio values for all indicators are above 1, indicating that male students are generally more likely to be in the low category than female students, although not all are statistically significant. Discussion This study explores the critical thinking of fifth-grade elementary school students when engaging with Serat Centhini which has been transformed into a simplified version for elementary school readers. Furthermore, it also examines how gender influences their interpretive and evaluative engagement with the text. As a rich literary works rich in moral, philosophical, and cultural reflections, Serat Centhini demands readers not only to understand its surface narrative but also to infer symbolic meanings embedded in Javanese philosophy, particularly the concept of manunggaling kawula lan Gusti (unity between man and God), which represents Javanese philosophical thought ( Ediyono et al., 2025 ; Widodo & Purwantoro, 2019 ). Interpreting the transformed Serat Centhini text demands the ability to question, interpret, and evaluate the text’s cultural meanings. This requires readers to navigate between literal and symbolic understanding, connecting textual content with moral reasoning and contemporary relevance. Research findings indicate that female students exhibit more refined critical responses, particularly in articulating interpretations and constructing moral inferences. This pattern supports the idea that gender differences in reading are often associated with empathy-based interpretations. Females generally demonstrate higher levels of empathy than males ( Rochat, 2023 ; Watanabe et al., 2022 ). These differences are influenced by socialization, neurobiological factors, and hormonal variations ( Derntl et al., 2010 ; Rochat, 2023 ). On the other hand, female students tend to be more analytical but struggle to convey abstract meanings derived from culturally rich texts with clarity. Furthermore, male students are 2.4 times more likely to be in the low category of critical thinking. This is also inline with Luke & Freebody’s (1999) critical literacy theory, literacy is not just about reading texts, but also assessing, interpreting, and relating them to socio-cultural contexts. In critical literacy, gender influences the reader’s positioning of the text. One piece of supporting evidence is the finding that women often interpret texts through an empathetic, relational perspective, enabling them to uncover the implicit meanings in texts rich in moral and spiritual symbols. This approach is better suited to understanding emotional nuances and contexts that may not be explicitly visible. In contrast, men tend to assess the structure of the text and relate it to explicit rules or logic. They focus more on technical and structural analysis of the text, allowing them to identify underlying patterns and rules ( Comber & Nixon, 2012 ; Gustine & Insani, 2019 ; Jones, 2013 ). Therefore, female students tend to have higher levels of critical thinking than male students. Moreover, in a text like Serat Centhini , which is full of moral and spiritual symbolism, a female relational approach is more appropriate for uncovering its implicit meaning. Meanwhile, according to the theory of genderlect style, men and women communicate with different styles and strategies, which are considered different dialects or “genderlects” ( Borisova et al., 2018 ). The theory states that these differences in communication are deeply rooted in socio-cultural norms and expectations. For instance, women tend to use language more frequently to build relationships and understand emotions (rapport talk) than men ( Palomares, 2008 ). Meanwhile, men are more likely to use language that emphasizes logical reasoning and evidence, especially in high-stakes negotiation situations, which aligns with the concept of report talk ( Bau & Trang, 2025 ). This impacts the way women become more accustomed to structuring their speech to build shared understanding when reading texts. Therefore, female students tend to excel in critical thinking. Gender differences and their influence on critical thinking skills in relation to text are also supported by neurocognitive theory. Women tend to have stronger interhemispheric connectivity, which supports the integration of emotional and cognitive processes ( Gong et al., 2011 ; Satterthwaite et al., 2015 ; Yang et al., 2023 ). Therefore, women often excel at tasks involving verbal memory and emotional processing ( Gao et al., 2018 ; Yang et al., 2023 ). Meanwhile, men generally show stronger connectivity in one hemisphere, particularly the right hemisphere, which is associated with spatial and analytical processing ( Gong et al., 2011 ; Satterthwaite et al., 2015 ; Yang et al., 2023 ). Therefore, men tend to be superior in completing tasks that require spatial and analytical skills ( de Lacy et al., 2019 ; Satterthwaite et al., 2015 ). In the context of reading literary texts such as Serat Centhini , which contains many cultural symbols and moral messages, women find it easier to interpret the emotional and relational context, while men focus more on the factual or structural aspects of the text. These findings also confirm field findings commonly encountered around us, and have been confirmed by other researchers: girls tend to be more driven to achieve, more conscientious, and more social than boys. However, this motivation decreases with increasing grade level ( Göçer et al., 2011 ). In addition, girls have significantly different achievement goal orientations and learning strategies than boys, although these differences have little practical significance ( Fadlelmula, 2011 ). Girls generally perform better academically than boys, especially in language ( Golsteyn & Schils, 2014 ; Matějů & Smith, 2015 ). However, boys show more positive attitudes towards mathematics and have higher achievement in this area ( Animasaun & Oyadeyi, 2023 ). Hence, these findings suggest that the observed gender differences in critical thinking skills when engaging with the Serat Centhini text align with established patterns in literacy research. Thus, the result of this study highlights the importance of considering gender as a variable in critical literacy instruction. Ethical considerations The Research Ethics Commission of Yogyakarta State University has approved this research under contract number: T/876.2/UN34.9/PT.01.04/2025. The ethical approval document is publicly available via Zenodo at ( Sugara, 2025 ). Written informed consent was obtained from the parents or legal guardians of all participating children prior to data collection. Participation was voluntary, and consent was provided without any form of coercion. To protect the rights and privacy of participants, all data collected in this study were treated confidentially and used solely for research purposes. We obtained informed consent at ( Sugara, 2025 ). Data availability The underlying data supporting materials are available in Zenodo at ( Sugara, 2025 ): https://doi.org/10.5281/zenodo.17982769 . Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). Reporting guidelines This study did not require a specific reporting guideline checklist. Acknowledgements The author would like to thank the participating teachers and schools for their cooperation and support during data collection. References Agbenyega JS, Tamakloe DE, Klibthong S: Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development? Int. J. Early Years Educ. 2017; 25 (2): 112–126. 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Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 27 Jan 2026 ADD YOUR COMMENT Comment Author details Author details 1 Primary Education, Universitas Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia 2 Department of Biostatistics, Epidemiology and Population Health, Universitas Gadjah Mada, Yogyakarta, Special Region of Yogyakarta, Indonesia 3 Early Childhood Education Department, Universitas Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia 4 Graduate School in Linguistics, Universitas Gadjah Mada, Yogyakarta, Special Region of Yogyakarta, Indonesia 5 Indonesian Language & Literature Education, Universitas Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia Ujang Sugara Roles: Conceptualization, Data Curation, Investigation, Methodology, Resources, Validation Ali Mustadi Roles: Supervision Bambang Saptono Roles: Supervision Utari Woro Hanjaya Roles: Formal Analysis, Software, Visualization Fitri Annisa Roles: Project Administration, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Natasya Ayu Salsabilla Roles: Writing – Original Draft Preparation, Writing – Review & Editing Dinar Mahardhika Pratiwi Roles: Writing – Review & Editing Salisa Arina Haqi Roles: Software Septirini Sekar Nusantari Roles: Visualization, Writing – Original Draft Preparation Competing interests No competing interests were disclosed. Grant information This research was funded by the Indonesia Endowment Fund for Education (LPDP) The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (1) version 1 Published: 27 Jan 2026, 15:126 https://doi.org/10.12688/f1000research.175854.1 Copyright © 2026 Sugara U et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Sugara U, Mustadi A, Saptono B et al. GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.12688/f1000research.175854.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 27 Jan 2026 Views 0 Cite How to cite this report: Bedada TB. Reviewer Report For: GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.5256/f1000research.193869.r454288 ) The direct URL for this report is: https://f1000research.com/articles/15-126/v1#referee-response-454288 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 03 Mar 2026 Tola Bekene Bedada , Wachemo University, Hosaina, Ethiopia Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.193869.r454288 1. Clarify Text Adaptation Process The manuscript states that Serat Centhini was "transformed into a simplified story" for elementary readers, but provides insufficient detail about this crucial process. Please add a subsection in Methods describing: • Who ... Continue reading READ ALL 1. Clarify Text Adaptation Process The manuscript states that Serat Centhini was "transformed into a simplified story" for elementary readers, but provides insufficient detail about this crucial process. Please add a subsection in Methods describing: • Who performed the adaptation and their qualifications (e.g., Javanese literature experts, language educators)? • How cultural and philosophical complexity was preserved while ensuring age-appropriateness • Whether the adapted text was validated or piloted with the target age group • The length, readability level, and specific content of the adapted text • Examples of how complex Javanese philosophical concepts were rendered accessible to 10-11-year-olds This information is essential for replicability and for readers to evaluate whether the text was appropriately challenging for the age group. 2. Provide Instrument Validation Data Table 1 presents the critical thinking framework but lacks crucial psychometric information. Please include: • Results of any pilot testing conducted • Reliability coefficients (Cronbach's alpha, test-retest reliability) • Content validity evidence (e.g., expert judgment, alignment with curriculum) • Inter-rater reliability if constructed responses were scored by multiple raters • Consider including the full instrument as an appendix or cite its public availability if deposited in a repository 3. Correct Data Inconsistency in Table 2 There is a critical contradiction between the text and Table 2: • Text states: "women have an average... 7.30 points higher than men" • Table 2 shows: Boys = 65., Girls = 58. (indicating boys scored higher) Please verify your data and correct this inconsistency immediately. If the table is correct, revise the text accordingly. If the text is correct, correct the table values. This is a fundamental error that must be resolved before further review. 4. Complete All Tables Several tables are incomplete: • Table 1: Missing full indicator names and definitions. Please complete with all five indicators (Focus, Reasoning, Inference, Situation, Clarity,Overview) and their complete definitions as referenced in Ennis's framework (FRISCO) and sketch your own framework • Table 5: Shows incomplete data (e.g., "33" under Boys/Focus with no comparison values). Please provide complete data for all indicators with proper formatting. 5. Add Missing References Two references cited in the text are missing from your reference list: • Utami et al. (2020) – cited in Introduction, paragraph 4 • Luke & Freebody (1999) – cited in Discussion, paragraph 4 Please add complete references for both. 6. Improve Statistical Reporting Enhance the rigor of your statistical presentation: • Report exact p-values (not just "p < 0.05") throughout • Include confidence intervals for all odds ratios • Add effect sizes for all comparisons (e.g., Cohen's d for mean differences, Cramer's V for cross-tabulations) • Clarify the statement about confidence intervals: "confidence interval obtained also does not exceed 1" is potentially misleading for odds ratios >1 7. Add Limitations Section The manuscript lacks a formal limitations section. Please add a paragraph acknowledging: • Cross-sectional design limits causal claims • Single text type (traditional Javanese literature) may favor readers with specific cultural backgrounds • No control for prior knowledge of Javanese culture or language • Socioeconomic factors not examined as potential confounders • Potential teacher effects (different classrooms, different instruction) not controlled • The adapted text's complexity relative to students' reading levels 8. Strengthen Theoretical Integration Your discussion draws appropriately on multiple theories. Consider: • Acknowledging that neurocognitive gender differences show substantial within-group variation and should not be overgeneralized • Deepening the socio-cultural explanation: To what extent might differential socialization (reading encouragement, text preferences, teacher expectations) explain the findings rather than inherent cognitive differences? • Discussing why the reason indicator approached but did not reach significance (p = 0.076) – this near-significant trend deserves interpretation • Adding brief qualitative examples of student responses that illustrate the gender differences in inference and clarity indicators 9. Writing Mechanics: The manuscript requires copyediting to correct several grammatical and stylistic issues. Specific corrections include: revise "which selected through" to "selected through"; change "Folklore can be defined to be" to "Folklore can be defined as"; complete the phrase "has not yet been widely into" to "has not yet been widely integrated into"; correct "lack of deeper understanding" to "lack deeper understanding"; and ensure subject-verb agreement by changing "male showed" to "males showed" and "female performed" to "females performed." Additionally, for consistency and appropriateness when referring to elementary-aged children, consider using "girls/boys" rather than "female/male" throughout the manuscript, as the latter terminology carries a more clinical tone better suited for adult populations. Additionally, consider consistent use of "girls/boys" rather than "female/male" when referring to elementary students, as the latter sounds clinical for this age group. 10. Enhance Pedagogical Implications Expand the brief recommendation in the abstract into a substantive paragraph in the conclusion. Offer specific strategies for teachers to support both boys' and girls' critical engagement with cultural texts, such as: • Pre-reading activities that activate cultural knowledge • Discussion protocols that value both analytical and relational interpretations • Differentiated scaffolding for inference and clarity skills • Pairing and grouping strategies that leverage gender-diverse perspectives 11. Visual Presentation Enhancement Consider adding: • A bar chart showing the percentage of boys vs. girls in high/low critical thinking categories • A figure illustrating the odds ratios with confidence intervals for each indicator • These visual elements would enhance readability and impact Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: I am an expert in the education field of study and also senior statistician. I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Bedada TB. Reviewer Report For: GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.5256/f1000research.193869.r454288 ) The direct URL for this report is: https://f1000research.com/articles/15-126/v1#referee-response-454288 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Lykknes A. Reviewer Report For: GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.5256/f1000research.193869.r454287 ) The direct URL for this report is: https://f1000research.com/articles/15-126/v1#referee-response-454287 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 19 Feb 2026 Annette Lykknes , Norwegian University of Science and Technology, Trondheim, Norway Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.193869.r454287 The idea of studying gender-based differences in critical thinking skills in the context of understanding a text is interesting. However, the manuscript as it is presented suffers from a range of shortcomings. First, concepts such as critical thinking, ... Continue reading READ ALL The idea of studying gender-based differences in critical thinking skills in the context of understanding a text is interesting. However, the manuscript as it is presented suffers from a range of shortcomings. First, concepts such as critical thinking, critical thinking skills, critical literacy, critical reading skills, reflective thinking, and reading literacy are used interchangeably and without prior definitions. Because these concepts carry different meanings, it is essential that authors define how they use each term and limit the number of concepts employed to the smallest feasible set. If more than one term is used, authors must ensure that their meaning is explicit and unambiguous at all times. Second, critical thinking is not sufficiently operationalized in the manuscript. Although Ennis’ framework is mentioned, the discussion does not engage with the broader body of seminal literature on critical thinking. For example, there is broad consensus that critical thinking encompasses not only cognitive skills , but also dispositions , and some authors further distinguish criticality as an additional dimension. At a minimum, the authors should acknowledge this debate before stating that their focus is solely on skills. Serat Centhini must be introduced properly. As per now, it is taken for granted, even for readers who are from different cultures. Also, readers need to know more about the classroom lesson. What were the students invited to do? Additionally, it is not clear how the different critical thinking elements listed in Table 1 were measured. Although the table provides some information, readers need more contextual detail to understand the design and the basis for measuring critical thinking skills. Without a clear explanation of how each element was operationalized and assessed, the descriptive statistics offer limited value. The authors should therefore elaborate on the measurement procedures to ensure that the results can be properly interpreted. The discussion section is overly simplified. Several strong conclusions are presented without sufficient analytical depth and critical reflection. In addition, new theoretical perspectives are introduced for the first time in the discussion section, even though they were not outlined in the introduction or the theoretical/literature review. Any theoretical frameworks used to interpret the findings should be introduced earlier in the manuscript and integrated systematically throughout. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? No Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Critical thinking in science education I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Lykknes A. Reviewer Report For: GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.5256/f1000research.193869.r454287 ) The direct URL for this report is: https://f1000research.com/articles/15-126/v1#referee-response-454287 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 27 Jan 2026 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 1 27 Jan 26 read read Annette Lykknes , Norwegian University of Science and Technology, Trondheim, Norway Tola Bekene Bedada , Wachemo University, Hosaina, Ethiopia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Bedada T. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 03 Mar 2026 | for Version 1 Tola Bekene Bedada , Wachemo University, Hosaina, Ethiopia 0 Views copyright © 2026 Bedada T. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions 1. Clarify Text Adaptation Process The manuscript states that Serat Centhini was "transformed into a simplified story" for elementary readers, but provides insufficient detail about this crucial process. Please add a subsection in Methods describing: • Who performed the adaptation and their qualifications (e.g., Javanese literature experts, language educators)? • How cultural and philosophical complexity was preserved while ensuring age-appropriateness • Whether the adapted text was validated or piloted with the target age group • The length, readability level, and specific content of the adapted text • Examples of how complex Javanese philosophical concepts were rendered accessible to 10-11-year-olds This information is essential for replicability and for readers to evaluate whether the text was appropriately challenging for the age group. 2. Provide Instrument Validation Data Table 1 presents the critical thinking framework but lacks crucial psychometric information. Please include: • Results of any pilot testing conducted • Reliability coefficients (Cronbach's alpha, test-retest reliability) • Content validity evidence (e.g., expert judgment, alignment with curriculum) • Inter-rater reliability if constructed responses were scored by multiple raters • Consider including the full instrument as an appendix or cite its public availability if deposited in a repository 3. Correct Data Inconsistency in Table 2 There is a critical contradiction between the text and Table 2: • Text states: "women have an average... 7.30 points higher than men" • Table 2 shows: Boys = 65., Girls = 58. (indicating boys scored higher) Please verify your data and correct this inconsistency immediately. If the table is correct, revise the text accordingly. If the text is correct, correct the table values. This is a fundamental error that must be resolved before further review. 4. Complete All Tables Several tables are incomplete: • Table 1: Missing full indicator names and definitions. Please complete with all five indicators (Focus, Reasoning, Inference, Situation, Clarity,Overview) and their complete definitions as referenced in Ennis's framework (FRISCO) and sketch your own framework • Table 5: Shows incomplete data (e.g., "33" under Boys/Focus with no comparison values). Please provide complete data for all indicators with proper formatting. 5. Add Missing References Two references cited in the text are missing from your reference list: • Utami et al. (2020) – cited in Introduction, paragraph 4 • Luke & Freebody (1999) – cited in Discussion, paragraph 4 Please add complete references for both. 6. Improve Statistical Reporting Enhance the rigor of your statistical presentation: • Report exact p-values (not just "p < 0.05") throughout • Include confidence intervals for all odds ratios • Add effect sizes for all comparisons (e.g., Cohen's d for mean differences, Cramer's V for cross-tabulations) • Clarify the statement about confidence intervals: "confidence interval obtained also does not exceed 1" is potentially misleading for odds ratios >1 7. Add Limitations Section The manuscript lacks a formal limitations section. Please add a paragraph acknowledging: • Cross-sectional design limits causal claims • Single text type (traditional Javanese literature) may favor readers with specific cultural backgrounds • No control for prior knowledge of Javanese culture or language • Socioeconomic factors not examined as potential confounders • Potential teacher effects (different classrooms, different instruction) not controlled • The adapted text's complexity relative to students' reading levels 8. Strengthen Theoretical Integration Your discussion draws appropriately on multiple theories. Consider: • Acknowledging that neurocognitive gender differences show substantial within-group variation and should not be overgeneralized • Deepening the socio-cultural explanation: To what extent might differential socialization (reading encouragement, text preferences, teacher expectations) explain the findings rather than inherent cognitive differences? • Discussing why the reason indicator approached but did not reach significance (p = 0.076) – this near-significant trend deserves interpretation • Adding brief qualitative examples of student responses that illustrate the gender differences in inference and clarity indicators 9. Writing Mechanics: The manuscript requires copyediting to correct several grammatical and stylistic issues. Specific corrections include: revise "which selected through" to "selected through"; change "Folklore can be defined to be" to "Folklore can be defined as"; complete the phrase "has not yet been widely into" to "has not yet been widely integrated into"; correct "lack of deeper understanding" to "lack deeper understanding"; and ensure subject-verb agreement by changing "male showed" to "males showed" and "female performed" to "females performed." Additionally, for consistency and appropriateness when referring to elementary-aged children, consider using "girls/boys" rather than "female/male" throughout the manuscript, as the latter terminology carries a more clinical tone better suited for adult populations. Additionally, consider consistent use of "girls/boys" rather than "female/male" when referring to elementary students, as the latter sounds clinical for this age group. 10. Enhance Pedagogical Implications Expand the brief recommendation in the abstract into a substantive paragraph in the conclusion. Offer specific strategies for teachers to support both boys' and girls' critical engagement with cultural texts, such as: • Pre-reading activities that activate cultural knowledge • Discussion protocols that value both analytical and relational interpretations • Differentiated scaffolding for inference and clarity skills • Pairing and grouping strategies that leverage gender-diverse perspectives 11. Visual Presentation Enhancement Consider adding: • A bar chart showing the percentage of boys vs. girls in high/low critical thinking categories • A figure illustrating the odds ratios with confidence intervals for each indicator • These visual elements would enhance readability and impact Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise I am an expert in the education field of study and also senior statistician. I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (0) Bedada TB. Peer Review Report For: GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.5256/f1000research.193869.r454288) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-126/v1#referee-response-454288 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Lykknes A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 19 Feb 2026 | for Version 1 Annette Lykknes , Norwegian University of Science and Technology, Trondheim, Norway 0 Views copyright © 2026 Lykknes A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The idea of studying gender-based differences in critical thinking skills in the context of understanding a text is interesting. However, the manuscript as it is presented suffers from a range of shortcomings. First, concepts such as critical thinking, critical thinking skills, critical literacy, critical reading skills, reflective thinking, and reading literacy are used interchangeably and without prior definitions. Because these concepts carry different meanings, it is essential that authors define how they use each term and limit the number of concepts employed to the smallest feasible set. If more than one term is used, authors must ensure that their meaning is explicit and unambiguous at all times. Second, critical thinking is not sufficiently operationalized in the manuscript. Although Ennis’ framework is mentioned, the discussion does not engage with the broader body of seminal literature on critical thinking. For example, there is broad consensus that critical thinking encompasses not only cognitive skills , but also dispositions , and some authors further distinguish criticality as an additional dimension. At a minimum, the authors should acknowledge this debate before stating that their focus is solely on skills. Serat Centhini must be introduced properly. As per now, it is taken for granted, even for readers who are from different cultures. Also, readers need to know more about the classroom lesson. What were the students invited to do? Additionally, it is not clear how the different critical thinking elements listed in Table 1 were measured. Although the table provides some information, readers need more contextual detail to understand the design and the basis for measuring critical thinking skills. Without a clear explanation of how each element was operationalized and assessed, the descriptive statistics offer limited value. The authors should therefore elaborate on the measurement procedures to ensure that the results can be properly interpreted. The discussion section is overly simplified. Several strong conclusions are presented without sufficient analytical depth and critical reflection. In addition, new theoretical perspectives are introduced for the first time in the discussion section, even though they were not outlined in the introduction or the theoretical/literature review. Any theoretical frameworks used to interpret the findings should be introduced earlier in the manuscript and integrated systematically throughout. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? No Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Critical thinking in science education I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (0) Lykknes A. Peer Review Report For: GENDER-BASED DIFFERENCES IN CRITICAL THINKING SKILLS AMONG FIFTH-GRADE STUDENTS: A CASE STUDY OF SERAT CENTHINI TEXTS [version 1; peer review: 2 not approved] . F1000Research 2026, 15 :126 ( https://doi.org/10.5256/f1000research.193869.r454287) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-126/v1#referee-response-454287 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. 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