<![CDATA[Critical thinking skills are essential competencies in science learning, yet students often struggle to understand abstract biological concepts, especially the human digestive system. This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with Multiple Representation on students’ critical thinking skills compared with Discovery Learning. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The participants were 44 eighth-grade students of MTs Bina Bangsa Cendikia Sukabumi, consisting of an experimental group (n = 22) and a control group (n = 22). Data were collected through pretest-posttest critical thinking tests based on Facione’s six indicators and a student response questionnaire. Data analysis included the Shapiro–Wilk normality test, Levene’s homogeneity test, Mann–Whitney U test, and N-Gain analysis. The findings showed no significant difference in critical thinking skills between groups (p = 0.770). However, posttest results indicated a significant difference favoring the experimental group (p = 0.000). The experimental group achieved higher N-Gain scores across all indicators, with interpretation (0.96), analysis (0.94), and inference (0.72) in the high category. Students responded positively to the learning model. These findings demonstrate that PBL integrated with Multiple Representation effectively enhances critical thinking skills in learning the human digestive system.]]>
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