<![CDATA[Critical thinking skills and mathematical problem-solving abilities in mathematics learning are very important for students to improve learning outcomes and develop their thinking processes in solving mathematical problems. This study aimed to determine whether there were differences in critical thinking skills and mathematical problem-solving abilities simultaneously between students who were taught using the Synectics learning model and those who were taught using the Expository learning model. This research employed a quasi-experimental design. The data collection techniques used in this study were tests of critical thinking skills and mathematical problem-solving abilities. The data analysis techniques included normality testing, homogeneity testing, and One-Way MANOVA testing. Based on the results of the study, it can be concluded that there were differences in critical thinking skills between students who were taught using the Synectics learning model and those who were taught using the Expository learning model. There were also differences in mathematical problem-solving abilities between students who were taught using the Synectics learning model and those who were taught using the Expository learning model. Furthermore, there were simultaneous differences in critical thinking skills and mathematical problem-solving abilities between students who were taught using the Synectics learning model and those who were taught using the Expository learning model in the topic of composite functions. The author expects that future research using the Synectics learning model should combine it with other learning approaches to measure other student abilities so that the learning process can become more effective. Keywords: Synectics Learning Model, Critical Thinking, Mathematical Problem Solving.]]>
