<![CDATA[This study examined the structural relationships among critical thinking, collaboration, technology use, creativity, and science problem-solving skills using Partial Least Squares Structural Equation Modeling (PLS-SEM). The model positioned critical thinking, collaboration, and technology use as exogenous constructs, creativity as the mediating construct, and science problem-solving skills. The measurement model showed that the indicators had acceptable outer loading values, indicating adequate representation of their respective latent constructs. The structural model demonstrated substantial explanatory power, with R-square values of 0.678 for creativity and 0.747 for science problem-solving skills, showing that the model explained a considerable proportion of variance in both endogenous constructs. Path coefficient analysis revealed that critical thinking had the strongest effect on creativity (0.421), followed by technology use (0.243) and collaboration (0.218). In contrast, the direct effects on science problem-solving skills were relatively weak, as indicated by the coefficients from critical thinking (0.151) and creativity (0.096). These findings suggest that the model contributes most strongly to explaining creativity, while science problem-solving skills are shaped through a more complex process.]]>
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