<![CDATA[This study aimed to improve students’ critical thinking skills through the implementation of a Deep Learning approach in teaching Environmental Issues to Grade IX-2 students at SMP Negeri 3 Makassar. The study employed a Classroom Action Research (CAR) design conducted in three cycles, with each cycle consisting of four stages: (1) planning, (2) action implementation, (3) observation, and (4) reflection. The participants were 22 students from Grade IX-2 at SMP Negeri 3 Makassar. Data were collected using a critical thinking skills test and an observation sheet assessing the implementation of the Deep Learning approach. The data were analyzed using quantitative and qualitative descriptive analyses. The results showed that the students’ mean critical thinking score increased from 84.09 in Cycle I to 98.18 in Cycle II and 99.09 in Cycle III. The observation results also indicated an improvement in the implementation of the Deep Learning approach, from 73.21% in Cycle I to 94.64% in Cycle II, reaching 100% in Cycle III. Furthermore, student engagement increased from 50.00% in Cycle I to 75.00% in Cycle II and reached 100% in Cycle III. These findings indicate that the implementation of the Deep Learning approach can foster more active, meaningful, and collaborative learning, thereby contributing to the improvement of students’ critical thinking skills in learning Environmental Issues.]]>
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