<![CDATA[This quasi-experimental study investigated the impact of a Kahoot-assisted Problem-Based Learning (PBL) model and student motivation on critical thinking skills in science. The study involved 85 Grade IX students at Al-Miftah Terpadu Junior High School, Pamekasan, comprising an experimental class (n = 42) and a control class (n = 43). Critical thinking skills were assessed using an essay-based instrument developed from Ennis’ critical thinking indicators, while learning motivation was measured using a five-point Likert-scale questionnaire. Data were analyzed using two-way ANOVA to examine the effects of instructional treatment, learning motivation, and their interaction on students’ critical thinking skills. The instructional treatment had a significant effect on critical thinking skills (F = 14.052, p < .001), whereas learning motivation did not show a significant main effect (F = 1.353, p = .248). The interaction between instructional treatment and learning motivation was also nonsignificant (F = 0.677, p = .413). The model explained 18.1% of the variance in critical thinking performance. This study extends research on technology-enhanced PBL by examining Kahoot-assisted PBL alongside student motivation and their interaction, rather than considering instructional strategy or motivation independently. The findings suggest that teachers can integrate Kahoot into PBL activities to support students’ critical thinking development across different levels of learning motivation. The study provides empirical evidence that instructional design may play a more prominent role than differences in student motivation in supporting critical thinking within the context examined, while also indicating that substantial variance remains attributable to factors beyond the present model.]]>
