<![CDATA[Critical thinking skills are essential in learning observational report texts, yet student participation often remains low due to less engaging instructional strategies. This study aims to analyze the effectiveness of the discussion learning model on students' critical thinking skills in observational report texts. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The study sample consisted of 32 students in the experimental class and 28 students in the control class at SMA Negeri 1 Jawai. Data collection techniques used a critical thinking ability test in the form of a pretest and posttest. Data were analyzed using the Mann-Whitney U Test and N-Gain test. The hypothesis testing results using the Mann-Whitney U Test showed a significant difference between the experimental and control classes (U=58.000; Z=-5.906; p<0.001). The average N-Gain score for the experimental class was 63.74% (quite effective), higher than the control class's 22.60% (ineffective). The results concluded that the discussion learning model was effective in improving students' critical thinking skills in observational report texts. ABSTRAK Kemampuan berpikir kritis merupakan kompetensi penting dalam pembelajaran materi teks laporan hasil observasi, namun partisipasi siswa di kelas kerap kali rendah akibat penggunaan strategi pembelajaran yang kurang bervariasi. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran diskusi terhadap kemampuan berpikir kritis siswa pada materi teks laporan hasil observasi. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group design. Sampel penelitian terdiri atas 32 siswa kelas eksperimen dan 28 siswa kelas kontrol di SMA Negeri 1 Jawai. Teknik pengumpulan data menggunakan tes kemampuan berpikir kritis berupa pretest dan posttest. Data dianalisis menggunakan uji Mann-Whitney U Test dan N-Gain. Hasil pengujian hipotesis Mann-Whitney U Test menunjukkan perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol (U=58,000; Z=-5,906; p<0,001). Nilai rata-rata N-Gain kelas eksperimen sebesar 63,74% (cukup efektif), lebih tinggi dibandingkan kelas kontrol sebesar 22,60% (tidak efektif). Hasil penelitian menunjukkan bahwa model pembelajaran diskusi efektif dalam meningkatkan kemampuan berpikir kritis siswa pada materi teks laporan hasil observasi. ]]>
