Implementation of Case-Based Learning to Improve Critical Thinking Skills in Static Fluids among High School Students

This study aimed to examine the effectiveness of implementing the Case-Based Learning (CBL) model in enhancing students' critical thinking skills in static fluid learning, as well as to analyse differences in critical thinking outcomes between classes using CBL and those employing conventional teaching methods. The research adopted a quasi-experimental design with a pretest–posttest control group. Samples were selected based on simple random sampling. After the data was analysed, the average score of critical thinking skills for the experimental class was 72.74, which was classified as good, and 60.18 for the control class, which was classified as the enough category. Furthermore, the results showed that the p-value was less than 0.000, indicating a significant difference in critical thinking skills between the experimental and control groups. These results suggest that the CBL model is effective in improving students’ critical thinking skills.