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Education plays an important role in ensuring the nation's survival because one of the goals of education is to create young people who have certain skills and are able to deal with world problems. In the 21st century, the progress of science and technology in various countries is rapidly increasing. Critical thinking and scientific literacy is fundamental skill in the 21st century. Approach, strategy, models, and learning methods are indispensable in supporting the realization of the whole competence and skills contained in Curriculum 2013 (K13) such as critical thinking and scientific literacy. Problem-Based Learning (PBL) specifically encourages students to think critically were when the teacher provides activities during questioning, discussing problems, and making solutions related to the topic in the course. PBL can also be applied for empowering scientific literacy. This study aims to improve students' critical thinking and scientific literacy skills through the implementation of the PBL. The type of this research is Classroom Action Research. Research data in the form of critical thinking skills tests using the rubric of Watson-Glaser Critical Thinking Appraisal and scientific literacy test result by OECD Assessment and Analytical Framework combined with Gormally Test of Scientific Literacy Skills (TOSLS). The results showed that the average value critical thinking indicator in the first cycle was 68.23%, and the second cycle was 84.9%, with an increase of 16.16%. Meanwhile, the average value of scientific literacy has increased from the first cycle to the second cycle by 19.4%. The conclusion is that problem-based learning can foster critical thinking and scientific literacy. [ABSTRACT FROM AUTHOR]

Critical thinking skills must be part of student learning and the school must be responsible for developing and evaluating critical thinking skills through the teaching and learning process. Fostering of critical thinking skills can be done by applying appropriate learning in the classroom. One of them is learning based on constructivism. The 5E Learning Cycle can trigger students' critical thinking skills because it involves prior knowledge, non-routine situations, reasoning, cognitive strategies, and involving students in discussions to carry out exploration. This study aims to determine how The 5E Learning Cycle model can improve critical thinking. The type of research used in this research is Classroom Action Research. Research data in the form of critical thinking test results by Watson-Glaser Critical Thinking Appraisal. The results showed that the average value of critical thinking indicators in the first cycle was 82.806% and the second cycle was 90.016% with an increase of 7.21%. The conclusion is that The 5E Learning Cycle learning can improve students’ critical thinking. [ABSTRACT FROM AUTHOR]