<![CDATA[Critical thinking is an essential skill in physics learning, yet many high school students still demonstrate limited ability to analyze and solve scientific problems. Integrating technology with student-centered learning is considered a promising approach to address this issue. This study aims to investigate how the Problem-Based Learning (PBL) model, supported by interactive Liveworksheets, affects students' critical thinking skills in physics. A quasi-experimental design with a pretest-posttest nonequivalent control group was employed. Purposive sampling was used to select two tenth-grade classes at SMAN 7 South Bengkulu, consisting of 33 students in the experimental group and 33 students in the control group. The experimental class received PBL instruction supported by interactive worksheets (Liveworksheets), while the control class received PBL supported by printed worksheets. Data were collected using an essay test based on Ennis's critical thinking indicators and analyzed using descriptive and inferential statistics, including the Mann–Whitney U test, N-gain, and effect size. The results showed a statistically significant difference between the two groups, as indicated by the Mann–Whitney U test (p < 0.001). The experimental group had a higher average posttest score of 69.39 compared to the control group's average of 54.70. The experimental group also had a higher N-gain of 0.57 compared to the control group, which had an N-gain of 0.38. The effect size of 0.46 indicated a moderate effect. These results suggest that using interactive live worksheets in the PBL approach could contribute to improving students' critical thinking skills. The findings also imply that integrating interactive worksheets (Liveworksheets) into the PBL model can serve as an alternative instructional approach to support the development of students' critical thinking skills in secondary physics education. ]]>
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