<![CDATA[The objective of this study is to determine the difference in the influence of critical thinking skill categories on students' cognitive learning outcomes in dynamic fluid material. Education is a process aimed at helping students develop their potential, encompassing intellectual, moral, and life skills development. In senior high school (SHS), physics is a compulsory subject that many students find challenging. Research indicates that numerous students struggle to comprehend physics material, particularly dynamic fluids. The low learning outcomes are also influenced by the still-limited critical thinking skills among students in Indonesia. The use of a STEM approach combined with a Problem-Based Learning (PBL) model can enhance critical thinking skills and learning outcomes. This study employs a quasi-experimental design with a quantitative approach, utilizing a 2x2 factorial design. Two groups were tested: an experimental group taught using a STEM-PBL e-module and a control group using a conventional physics textbook. The population consisted of 11th-grade students at Senior High School 3 Surakarta. Data collection techniques included documentation, tests, and observation. Hypothesis testing was conducted using two-way ANOVA after meeting classical assumption tests, followed by Scheffe's post-hoc comparison. The hypothesis test results indicate a significant difference in the influence of high and low critical thinking skills on students' cognitive learning outcomes in dynamic fluid material).]]>
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