<![CDATA[This study aims to examine the effect of escape room games based on Problem-Based Learning on students’ critical thinking in fluid mechanics. A quasi-experimental method with a nonequivalent control group design was employed, involving an experimental and a control class. Data were collected through critical thinking tests and student response questionnaires, and analyzed using normality tests, mean difference tests, normalized gain (N-gain), and effect size. The results provide evidence of significant learning gains, with the experimental class achieving a high normalized gain (N-gain = 0.74) and a large effect size (d = 0.82), indicating a statistically significant effect compared to the control class (p < 0.05). In addition, student responses were categorized as very good, reflecting increased engagement, motivation, and conceptual understanding. These findings suggest that escape room games based on Problem-Based Learning constitute an effective and innovative instructional approach for enhancing students’ critical thinking in physics, particularly in fluid mechanics.]]>
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