<![CDATA[Mathematical critical thinking is a central twenty-first-century competency, yet it remains underdeveloped in many mathematics classrooms, particularly in visually demanding topics such as geometric transformations. This study examined differences in students’ mathematical critical-thinking scores by instructional model and self-confidence level. A quasi-experimental, nonequivalent posttest-only design was used with 72 Grade 11 students (36 experimental and 36 control) at a public senior secondary school in Riau, Indonesia. The experimental group received four sessions using the Connecting, Organizing, Reflecting, and Extending (CORE) model integrated with GeoGebra, whereas the control group received expository instruction. Data were collected using a six-item essay test and an 18-item self-confidence questionnaire and analyzed using a two-way analysis of variance. Posttest scores differed significantly by instructional model, F(1, 66) = 68.25, p < .001, ηp² = .51, and self-confidence level, F(2, 66) = 26.94, p < .001, ηp² = .45. The interaction was not statistically significant, F(2, 66) = 0.94, p = .394, ηp² = .03. Within the limits of a short, single-school, posttest-only study, the findings indicate that the GeoGebra-assisted CORE model was associated with higher mathematical critical-thinking scores across the observed self-confidence levels.]]>
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