<![CDATA[In the 21st century, critical thinking skills have become a crucial competency in physics education for understanding the concepts behind complex natural phenomena; however, prior research has rarely explored digital-based learning models specifically capable of measuring improvements in these skills among students. This research aims to determine the critical thinking skills of students through the application of active learning strategies at senior high school twenty-two Makassar. The type of research is quantitative research with a descriptive survey method to obtain data. The population in this research was all class eleventh students with a physics interest at senior high school twenty-two Makassar, which consists of ten classes with a total of three hundred fifty-one students. The sampling technique used in this research was purposive sampling. The sample of this research was one hundred thirty-nine students. The variables in this research were critical thinking skills and active learning strategies. The data obtained showed that the critical thinking skills of students were mostly in the low category with a percentage reaching sixty-eight percent. The factors that made the scores of students' critical thinking skills predominantly in the low category were the application of active learning strategies in physics subjects that were not optimal because they are accustomed to memorizing, have little mastery of concepts, and are not trained in critical thinking. These findings indicate that a limited understanding of concepts and a lack of opportunities to practice critical thinking may contribute to students' low critical thinking skills. Implications for physics teachers or curriculum developers regarding the optimization of active learning strategies to enhance critical thinking skills]]>
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