<![CDATA[This research is motivated by the low critical thinking skills of students in economics learning, particularly on the topic of shifts in demand and supply. This study aims to determine the difference between students who use the contextual-based Case-Based Learning (CBL) model and students who use the cooperative learning model in improving critical thinking skills. This study uses a quasi-experimental approach with a Nonequivalent Control Group Design. The research sample consisted of 64 tenth-grade students of SMA Negeri 1 Kedamean, divided into an experimental class of 34 students and a control class of 30 students, determined through a purposive sampling technique. Data were collected through Pretest and Posttest critical thinking skills tests in the form of case-based essay questions, supported by observation sheets and documentation. Data analysis used the Shapiro-Wilk normality test, the Levene homogeneity test, and the Independent Sample t-Test. The average critical thinking skills score in the experimental class increased from 40.61 in the Pretest to 75.73 in the Posttest, while the control class increased from 45.20 to 65.03. The hypothesis test results showed a significance value of 0.000 < 0.05 with a Mean Difference of -10.702, indicating a significant difference in critical thinking skills between the experimental and control classes. Based on these results, it can be concluded that the contextual-based Case-Based Learning model is more effective in improving students' critical thinking skills on the topic of shifts in demand and supply than the cooperative learning model.]]>
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