<![CDATA[The low ability of students to think critically in chemistry learning, especially in thermochemistry materials, is still a problem that needs attention. This is due to learning that tends to be teacher-centered and the use of teaching materials that have not encouraged active student involvement in problem solving. Therefore, this study aims to determine the effect of the use of problem-based textbooks on students' critical thinking skills and responses to thermochemistry learning. The method used was a pseudo-experiment with a two-group pretest-posttest design accompanied by a student response questionnaire. The experimental class used problem-based textbooks with the Problem-Based Learning (PBL) model, while the control class used school textbooks with the Direct Instruction model. The research instruments were in the form of critical thinking ability tests and student response questionnaires. Data analysis was carried out through hypothesis and N-Gain tests. The results showed that the use of problem-based textbooks had a significant effect on students' critical thinking skills (sig. 0.017 < 0.05). The average posttest of the experimental class of 81.77 was higher than that of the control class of 76.57. The N-Gain value of the experimental class was 0.747 in the high category, while the control class was 0.697 in the medium category. The increase in critical thinking skills in the experimental class occurred in all indicators, namely building basic skills by 0.851, providing simple explanations by 0.810, concluding by 0.736, making further explanations by 0.736, and strategies and tactics by 0.616. Students' responses to learning are in the very positive category. Thus, the use of problem-based textbooks is effective in improving students' critical thinking skills on thermochemical materials.]]>
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