<![CDATA[This classroom action research was motivated by the urgency of improving students' critical thinking skills in literature learning, particularly in short story analysis. The main focus of the research was to analyze the effectiveness of the C3T (Quick, Accurate, and Fast) learning method in the planning, implementation, and evaluation stages of learning in class VIII H of SMPN 4 Watampone. This research was conducted in two action cycles using data collection techniques that included a short story review learning outcome test and non-test techniques such as observation and documentation of student activities. The research findings showed a significant increase in students' critical thinking skills after the intervention. This was evidenced by an increase in the success rate from 54.67% in cycle I to 79.17% in cycle II, for a total increase of 24.5%. In addition to the increased scores, positive impacts were also seen in the affective and psychomotor aspects, where students demonstrated enthusiasm, activeness, courage, and improved teamwork, especially during the quiz session. Students were proven to be able to critically analyze the intrinsic elements of short stories, including theme, plot, characters, setting, and moral, according to the assessment indicators. Based on these results, it can be concluded that the implementation of the C3T learning method successfully improved students' critical thinking skills in effectively reviewing short stories. ABSTRAKPenelitian tindakan kelas ini dilatarbelakangi oleh urgensi peningkatan kemampuan berpikir kritis siswa dalam pembelajaran sastra, khususnya pada materi mengulas cerita pendek. Fokus utama penelitian adalah menganalisis efektivitas penerapan metode pembelajaran C3T (Cerdas Cermat Cepat Tepat) pada tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran di kelas VIII H SMPN 4 Watampone. Penelitian ini dilaksanakan dalam dua siklus tindakan dengan teknik pengumpulan data yang mencakup tes hasil belajar mengulas cerpen serta teknik non-tes berupa observasi dan dokumentasi aktivitas siswa. Temuan penelitian menunjukkan adanya peningkatan signifikan pada kemampuan berpikir kritis siswa setelah intervensi dilakukan. Hal ini dibuktikan dengan kenaikan persentase keberhasilan dari 54,67% pada siklus I menjadi 79,17% pada siklus II, dengan total peningkatan sebesar 24,5%. Selain peningkatan skor, dampak positif juga terlihat dari aspek afektif dan psikomotorik, di mana siswa menunjukkan antusiasme, keaktifan, keberanian, serta kerja sama tim yang lebih baik, terutama saat sesi cerdas cermat berlangsung. Siswa terbukti mampu mengulas unsur intrinsik cerpen meliputi tema, alur, tokoh, latar, dan amanat dengan kritis sesuai indikator penilaian. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan metode pembelajaran C3T berhasil meningkatkan kemampuan berpikir kritis siswa dalam mengulas cerpen secara efektif.]]>
