<![CDATA[ This study aims to implement and analyze the effectiveness of an embedded learning model in improving the understanding of the concept of evolution and critical thinking skills of Biology Education students. This study used a quantitative approach with a pre-experimental design. The study population was all Biology students taking the Evolution course. The sample was determined using a total sampling technique. Data were collected through learning outcome tests administered in two stages: an initial evaluation (pretest) and a final evaluation (posttest). Data analysis was performed using IBM SPSS Statistics through the following stages: descriptive statistical analysis, N-Gain calculation, normality test, and hypothesis testing. The results showed an average pretest score of 68.00 with a score range of 30-90 and a standard deviation of 18.90. After implementing the Embedded Learning model, the average posttest score increased slightly to 68.94 with a score range of 42-98. Furthermore, the pretest significance value was 0.011, while the posttest significance value was 0.388. The Embedded Learning model positions lecturers as facilitators, guiding students in connecting evolutionary concepts with various biological phenomena encountered in real life. These findings indicate that the success of a learning model is not only determined by the quality of its implementation but is also influenced by various other factors related to student characteristics and the learning environment.]]>
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