<![CDATA[Mathematical critical thinking skills are one of the competencies that need to be developed in 21st-century mathematics education, however students’ mastery of these skills is still not optimal. This study aims to analyze the effectiveness of implementing the Teams Games Tournament (TGT) model, supported by Genially-based educational games, on students’ mathematical critical thinking skills, while also describing these skills based on students’ levels of self-efficacy. This study employed a mixed-methods approach with a sequential explanatory design. The research subjects included seventh-grade students at Toboali Public Junior High School 1 for the 2025/2026 school year. The quantitative sample was determined using simple random sampling, while the qualitative subjects were selected using purposive sampling based on self-efficacy categories. Data were collected through a mathematical critical thinking test, a student self-efficacy questionnaire, and interviews. The findings of this study indicate that the TGT model, when combined with Genially-based educational games, is effective in improving mathematical critical thinking skills, as evidenced by the achievement of both actual and classical mastery, higher average performance compared to Problem-Based Learning (PBL), and a moderate N-gain, although differences in mastery rates across classes were not observed due to the ceiling effect. Mathematical abilities related to mathematical critical thinking also vary depending on the self-efficacy category. Students with high self-efficacy meet all indicators of critical thinking, students in the moderate category meet most indicators but are not yet optimal in inference, while students in the low category demonstrate only some of the clarification indicators.]]>
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