<![CDATA[Science learning on heat transfer continues to face challenges in developing students' critical thinking skills and fostering Joyful Learning. The integration of Problem-Based Learning (PBL), the STEAM approach, and the LABIRIN learning approach offers the potential to provide more active, contextual, and meaningful learning experiences. This study aimed to analyze the effect of PBL integrated with STEAM-LABIRIN on students' critical thinking skills and Joyful Learning in heat transfer learning within the context of the greenhouse effect. This study employed a quantitative approach using a quasi-experimental method with a Matching Only Pretest–Posttest Control Group Design. The participants consisted of two seventh-grade classes at a junior high school. The experimental class received PBL integrated with STEAM-LABIRIN, while the control class received PBL without the integration. Data were collected using a critical thinking skills test, a Joyful Learning questionnaire, and classroom observations. Data were analyzed using descriptive statistics, normalized gain (N-gain), independent samples t-test, and the Mann–Whitney U test according to the characteristics of the data. The results showed that the implementation of PBL integrated with STEAM-LABIRIN significantly improved students' critical thinking skills compared with PBL without the integration. Meanwhile, Joyful Learning tended to be higher in the experimental class, although the difference was not statistically significant. These findings indicate that PBL integrated with STEAM-LABIRIN has the potential to serve as an alternative science learning approach that enhances students' critical thinking skills while fostering Joyful Learning.]]>
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