<![CDATA[This study seeks to examine the influence of the Problem-Based Learning (PBL) model on enhancing students' critical thinking abilities, as well as the statistically significant effects of PBL discovered. The comparison of pre-test and post-test scores in the experimental group demonstrated a statistically significant effect and enhancement. The statistical analysis produced a Z-value of -4.545 and an Asymptotic Significance (2-tailed) of 0.000 when comparing post-test and pre-test results in the experimental group. The significance level fell below the α = 0.05 criterion, resulting in the rejection of H₀. Consequently, a large disparity between the pre-test and post-test findings in the experimental group may be established. The study results indicated a notable enhancement in critical thinking abilities among students engaged in PBL relative to conventional learning approaches. Consequently, it can be inferred that the PBL learning paradigm enhances students' critical thinking abilities in statistics classes.]]>
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