Penelitian ini bertujuan untuk mengetahui efektifitas pembelajaran contextual teaching and learning dalam mengetahui kemampuan berpikir kritis siswa. Penelitian ini menggunakan pendekatan kontekstual. Metode penelitian dalam pelitian ini menggunakan quasi eksperimental design dengan desain nonequivalent control group design. Dilaksanakan di SMPN 2 Tanah Merah dengan populasi seluruh siswa kelas VII pada pokok bahasan pencemaran lingkungan. Sampel yang digunakan adalah 2 kelas yaitu kelas VII C dan VII D. Teknik analisis data menggunakan uji t independent (bebas). Bedasarkan hasil penelitian dapat disimpulkan bahwa; (1) adanya efektifitas pengaruh pembelajaran contextual teaching and learning (CTL) untuk mengetahui kemampuan berpikir kritis siswa, yang dibuktikan nilai uji t bebas nilai signifikansi 0,00 < 0,05 maka H 0 ditolak. Sedangkan -t hitung < t tabel < t hitung = -4,612 < 2,042 < 4,612 maka H 0 diterima (2) keterlaksanaan pembelajaran kontekstual berkategori sangat baik dengan nilai 100%, (3) kemampuan berpikir kritis siswa tinggi dengan rata-rata ketuntasan indikator posttest kelas eksperimen 79%, dan (4) respon siswa terhadap pembelajaran CTL sangat kuat dengan rata-rata respon siswa 80,79%.

The aims of this study was to know the effectiveness of learning in contextual teaching and learning (CTL) related to the students critical thinking skills. This study used a contextual approach. The research method in this study applied quasi experimental design with nonequivalent control group design. It was conducted in SMPN 2 Tanah Merah by taking second grade of students the subject population of environmental pollution. The sample of this study focused on class VII C dan VII D. The technique of data analys is independent t test. Based on the result, it can be concluded that; (1) there was an effectiveness of contextual teaching and learning (CTL) to know the students’ critical thinking ability, which is proved by t independent value of significance 0,00 < 0,05 then H 0 rejected. While -t calculate < t table < t calculate = -4,612 < 2,042 < 4,612 then H 0 accepted (2) the implementation of contextual learning is very well with 100% score, (3) students’ critical thinking ablity is high with mean completeness of posttest indicator of 79% experimental class, and (4) student response to CTL learning is very wrong with average response students 80,79%.

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