<![CDATA[Technology can support the development of students' mathematical proficiency across its various dimensions. However, limited research has examined the pathways linking technology-supported learning experiences to mathematical proficiency, particularly the potential mediating role of critical thinking tendency. This study examines the relationships between GeoGebra-Based Learning Experience (GBLE) and Game-Based Learning (GBL) and Mathematical Proficiency (MP), considering Critical Thinking Tendency (CTT) as a mediating variable. A quantitative approach was employed, using path analysis with data from 150 senior high school students. Inferential analysis was conducted to assess the direct and indirect relationships between variables. The results indicate significant associations between GBLE and MP and between GBL and MP, while CTT shows the strongest direct association with MP. CTT partially mediates the relationship between GBLE and MP, whereas no significant mediation effect is observed between GBL and MP. These findings suggest that GBLE is more strongly associated with CTT-related processes contributing to MP than GBL. The study highlights the importance of examining cognitive-affective mechanisms in technology-supported learning environments, particularly CTT's role in explaining the relationship between learning experiences and MP. Its contribution lies in investigating CTT as a mediator between technology-based learning experiences and MP in Indonesian secondary mathematics education.]]>
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