<![CDATA[Abstract: This study aims to analyze the profile of critical thinking skills students in science learning with collaborative learning design sharing and jumping tasks. Indicators of critical thinking skills used are based on Ennis (1985). The method used is descriptive qualitative. Lesson design sharing and jumping tasks consist of three core activities: sharing task 1, sharing task 2, and jumping task. The instruments used are observation and audio recording of the learning process. Data were analyzed by Transcript Based Lesson Analysis (TBLA). The results of the analysis show that the collaborative learning design of sharing and jumping tasks can bring up students' critical thinking skills. The profile of students' critical thinking skills in sharing task 1 activities found 6 indicators with the highest percentage at 58 percent, on sharing task 2 found 12 indicators with the highest percentage at 100 percent, and jumping task found 9 indicators with the highest percentage at 75 percent.Keywords: lesson design, critical thinking skills, TBLA, sharing and jumping task.Abstrak Penelitian ini bertujuan untuk menganalisis profil keterampilan berpikir kritis siswa dalam pembelajaran IPA dengan desain pembelajaran kolaboratif sharing and jumping task. Indikator keterampilan berpikir kritis yang digunakan berdasarkan Ennis (1985). Metode yang digunakan adalah deskriptif kualitatif. Lesson design sharing and jumping tasks terdiri tiga kegiatan inti: sharing task 1, sharing task 2, dan jumping task. Instrumen yang digunakan yaitu observasi dan rekaman audio proses pembelajaran. Data dianalisis dengan Transcript Based Lesson Analysis (TBLA). Hasil analisis menunjukkan bahwa pembelajaran kolaboratif sharing and jumping task dapat memunculkan keterampilan berpikir kritis siswa. Profil keterampilan berpikir kritis siswa pada kegiatan sharing task 1 ditemukan 6 indikator dengan presentase tertinggi 58 persen, pada sharing task 2 ditemukan 12 indikator dengan presentase keterampilan berpikir kritis tertinggi 100 persen, dan pada jumping task ditemukan 9 indikator dengan presentase tertinggi 75 persen.Kata kunci: lesson design, keterampilan berpikir kritis, TBLA, sharing dan jumping task.DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp701-711]]>
