<![CDATA[This study examines the effectiveness of integrating Dynamic Geometry Software (DGS) into Guided Discovery Learning (GDL) to enhance students’ mathematical critical thinking skills. The study employed a quantitative approach with a quasi-experimental pretest–posttest control group design. The sample consisted of 115 ninth-grade students from two junior high schools in Tasikmalaya, Indonesia, divided into an experimental group and a control group. The experimental group received GDL integrated with DGS using Geometer’s Sketchpad, while the control group received conventional instruction. Data were collected using a validated mathematical critical thinking test and analyzed using ANOVA based on normalized gain scores (N-gain). The results revealed a significant difference in students’ improvement between the two groups (p < 0.001), with a partial eta squared value of 0.159, indicating a large effect size. The experimental group achieved a higher normalized gain score (0.71) than the control group (0.61). These findings indicate that integrating DGS within GDL effectively enhances students’ mathematical critical thinking skills and supports more interactive mathematics learning.]]>
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