<![CDATA[This study was motivated by the prevalence of teacher-centered learning models, which has resulted in students’ critical thinking skills not developing optimally and their understanding of the material remaining low. The purpose of this study is to determine the effect of the Double Loop Problem Solving (DLPS) learning model on students’ critical thinking skills in the subject of Islamic Religious Education (IRE). The method used was an experiment with a one-group pretest-posttest design. The research sample consisted of 20 students from class XI F6, selected using purposive sampling. Data collection was conducted through a critical thinking skills test that had been validated and had its reliability tested, and was supplemented with prerequisite analysis tests, namely normality and homogeneity tests. The results of the study showed a significant increase in students’ critical thinking skills after the implementation of the DLPS model. The students’ average score increased from 57.90 on the pretest to 77.30 on the posttest. The results of the Paired Sample T-Test showed a significance value of 0.000 (p<0.05), so the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. This indicates that the DLPS model has a significant effect on improving students’ critical thinking skills. Thus, the DLPS learning model is effective for use in PAI instruction because it is able to enhance students’ activity, engagement, and critical thinking skills more optimally.]]>
