<![CDATA[This study aims to examine the effectiveness of the GeoGebra-assisted Problem Based Learning model on students’ critical thinking skills and learning interest in cube geometry material. This research used a quantitative approach with a quasi-experimental method and a pretest-posttest nonequivalent control group design. The sample consisted of class VIII D as the experimental class and class VIII E as the control class, with 39 students in each class. The instruments were a critical thinking test and a learning interest questionnaire. The results showed that the experimental class’s critical thinking score increased from 37.87 to 80.03 with an N-Gain of 0.68, while the control class increased from 37.72 to 61.38 with an N-Gain of 0.38. Students’ learning interest in the experimental class increased from 48.75 to 87.50 with an N-Gain of 0.76, while the control class increased from 48.75 to 77.50 with an N-Gain of 0.56. These findings indicate that the improvement in the experimental class was higher than in the control class. Therefore, the GeoGebra-assisted Problem Based Learning model is effective in improving students’ critical thinking skills and learning interest in cube geometry material]]>
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