<![CDATA[This study aims to examine the effect of an electronic science module based on Flipped Project Based Learning (FPjBL) assisted by Artificial Intelligence (AI) on students’ critical thinking skills in the topic of temperature and heat. The research employed a quasi-experimental design using a pretest–posttest comparison group design. The participants were 64 seven grade students from a junior high school in Yogyakarta divided into two groups: Experiment One (AI-assisted e-module) and Experiment Two (printed module). Data were collected using a validated multiple-choice critical thinking test based on six indicators proposed by Facione. The data were analyzed using Shapiro–Wilk normality test, Levene homogeneity test, independent sample t-test, paired sample t-test, and effect size. The results showed no significant difference in pretest scores (Sig. = 0.136), but a significant difference in posttest scores (Sig. = 0.031). The paired sample t-test in Experiment One showed significant improvement (Sig. = 0.000). The effect size value was 0.7 (large category). These findings indicate that the AI-assisted FPjBL e-module significantly improves students’ critical thinking skills]]>
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