<![CDATA[Critical thinking is a crucial competency in physics learning, yet students’ performance in this area remains relatively low. This condition is largely due to the lack of learning models that encourage active involvement and student-centered activities. This study aims to examine the effect of the experiment-based Learning Cycle 5E model on students’ critical thinking skills in the topic of vibrations and waves. The research employed a quantitative approach using a quasi-experimental design, specifically the Nonequivalent Control Group Design. The research sample consisted of two eighth-grade classes at MTs Ma’arif Kejajar, one as the experimental group and the other as the control group. The research instruments included essay tests, questionnaires, and observation sheets. The data analysis revealed that the average N-Gain score in the experimental class was 0.4949 (moderate category), while the control class scored 0.2020 (low category). The t-test indicated a significant difference between the posttest results of both classes. It can be concluded that the experiment-based Learning Cycle 5E model is effective in improving students’ critical thinking skills in physics learning.]]>
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