<![CDATA[The development of students’ higher-order thinking skills, particularly critical and creative thinking, remains a significant challenge in tourism geography learning, which is often dominated by conventional and less contextual instructional approaches. This study aims to examine the effectiveness of project-based learning integrated with Sasak local wisdom in enhancing students’ critical and creative thinking skills. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The participants consisted of 80 students divided into an experimental group and a control group. Data were collected through critical and creative thinking tests, observation sheets, and student response questionnaires. The data were analyzed using descriptive statistics, prerequisite tests, independent sample t-tests, N-Gain analysis, and effect size calculations. The results revealed a significant difference between the experimental and control groups (p < 0.001), with the experimental group demonstrating higher improvement, as indicated by N-Gain scores of 0.68 (critical thinking) and 0.70 (creative thinking), categorized as moderate to high. The effect sizes (d = 1.45 and 1.52) indicated a strong effect. In conclusion, project-based learning integrated with Sasak local wisdom is effective in improving students’ higher-order thinking skills. These findings imply that culturally contextualized and innovative learning models can enhance the quality of tourism geography education, particularly in fostering students’ critical and creative thinking.]]>
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