<![CDATA[Critical thinking is essential in ecosystem learning because students must analyze environmental issues and consider evidence-based solutions. This study descriptively compared changes in seventh-grade students' critical thinking skills after ESD-oriented guided inquiry integrated with Islamic values and after the instruction ordinarily used by the teacher. A quasi-experimental nonequivalent control group design was used with 68 students at SMP Negeri 51 Bandung (34 students in each class). Data were collected through pretests and posttests and analyzed using normalized gain (N-Gain); the Shapiro-Wilk and Levene tests were conducted as prerequisite analyses. The experimental-class mean increased from 57.06 to 89.19, with an N-Gain of 66.02% (moderate), whereas the control-class mean increased from 52.65 to 82.72, with an N-Gain of 60.66% (moderate). Both classes therefore showed moderate improvement, and the experimental class had a descriptively higher N-Gain by 5.36 percentage points. Because no between-group inferential result is reported, this difference should not be interpreted as evidence of a statistically significant treatment effect. The implemented approach was associated with improved critical-thinking scores, but the individual contributions of its ESD and Islamic-value components were not assessed separately.]]>
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