<![CDATA[This study examines the effectiveness of the Collaborative Problem Solving (CPS) instructional model in enhancing high school students’ critical thinking skills (CTS) on the topic of sound waves. A quantitative approach was employed, specifically a quasi-experimental design with a pretest–posttest comparison-group arrangement. Participants consisted of two groups selected through purposive sampling: an experimental group with 35 students and a comparison group with 30 students. The primary assessment instrument was a set of essay questions constructed based on the critical thinking criteria proposed by Ennis. The analysis revealed a substantial improvement in students’ CTS within the experimental class following the implementation of the CPS model. A significant difference between the experimental and comparison groups was confirmed using the Mann–Whitney U test, yielding a p-value < 0.001. The effect size of 6.610, as measured by Cohen’s d, is considered large. Consequently, the CPS approach effectively enhanced students’ CTS, particularly in the context of physics learning.]]>
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