<![CDATA[This study aims to analyze the effectiveness of Social-Emotional Learning (SEL) implementation in enhancing critical thinking skills and civic disposition of Grade X students in Pancasila. A quasi-experimental method with Nonequivalent Control Group Design was employed, comparing an SEL-based experimental class (X-KR, n=36) with a conventional control class (X-MB, n=34). Data were gathered through critical thinking essay tests, a 30-item Likert-scale civic disposition questionnaire, observation sheets, and documentation. Analysis employed Kolmogorov-Smirnov normality test, Levene homogeneity test, paired sample t-test, independent sample t-test, and N-Gain Score. Findings revealed that: (1) SEL significantly improved critical thinking in the experimental class (t = −3.826; p = 0.001), while the control class showed no significant improvement (t = 0.412; p = 0.683); (2) both classes demonstrated significant civic disposition gains (p = 0.000), yet no significant difference existed between them on post-test (t = 0.174; p = 0.862); (3) the experimental class's critical thinking N-Gain (0.166) substantially exceeded the control class (−0.213). These findings indicate that SEL effectively enhances critical thinking, but has not been proven superior to conventional instruction in improving civic disposition within the limited intervention period.]]>
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