<![CDATA[Critical thinking is an essential competency in 21st-century science learning. Problem-Based Learning (PBL), supported by interactive digital media such as Genially, can provide opportunities for students to engage with contextual problems, investigate information, discuss alternatives, and evaluate solutions. This study aimed to evaluate the implementation of Genially-assisted PBL in temperature and heat learning and to describe students’ critical thinking profiles based on five Ennis indicators. A sequential explanatory mixed-methods design was employed, with descriptive quantitative data as the primary strand and semi-structured interviews as supporting qualitative data. The participants were 30 seventh-grade students at SMP Muhammadiyah Batudaa, comprising 16 students in the PBL–Genially class (VII-A) and 14 students in the regular class (VII-B). Data were collected using a 10-item essay test administered as a pretest and posttest and a 25-question semi-structured interview. The intervention was conducted over three meetings, each lasting 2 × 40 minutes. Quantitative data were analyzed descriptively, while interview data were analyzed thematically and integrated with test results through triangulation. The mean critical thinking score in the PBL–Genially class increased from 4.50 to 22.93, whereas the regular class increased from 2.35 to 8.28. Interview findings indicated that students benefited from visual and interactive learning experiences but still struggled to provide evidence-based explanations, draw conclusions, connect concepts with scientific mechanisms, and select appropriate problem-solving strategies. The findings suggest that Genially-assisted PBL can support critical thinking development when accompanied by systematic scaffolding, guided questioning, argumentation practice, and feedback. These results highlight the importance of structured instructional support during implementation.]]>
