Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Instruction (PBI) berbasis Open Ended terhadap keterampilan berpikir kritis siswa. Penelitian ini menggunakan metode quasi eksperimental design dengan nonequivalent control group design dan dilaksanakan di MTs. Masyhudiyah Kebomas Gresik dengan populasi semua kelas VII. Teknik pengambilan sampel yang digunakan purposive sampling dengan sampel yang diteliti dua kelas yaitu kelas VII A sebagai kelas kontrol dan kelas VII C sebagai kelas eksperimen.Teknik analisis data menggunakan uji Mann Whitney. Berdasarkan hasil penelitian dapat disimpulkan bahwa: 1) terdapat pengaruh penerapan model pembelajaran Problem Based Instruction (PBI) berbasis Open Ended terhadap keterampilan berpikir kritis siswa dengan hasil signifikansi 0,002 < 0,050 dan Zhitung< Ztabel (-3,147 < -1,96 ) yang berarti H0 ditolak dan H1 diterima, 2) keterampilan berpikir kritis siswa sangat rendah dengan rata-rata ketuntasan indikator posttest kelas eksperimen sebesar 44,29%, 3) keterlaksanaan pembelajaran sangat baik dengan persentase sebesar 98%, dan 4) respon siswa baik dengan persentase sebesar 76%.

The aims of this study was to know the influence of Problem Based Instruction (PBI) learning models based on Open Ended toward student’s critical thinking skills. The research method in this study applied quasi experimental design with nonequivalent control group design and it was conducted in MTs. Masyhudiyah Kebomas Gresik with population all of first grade. The sampling technique applied purposive sampling with samples focus of two class for this study that is class VII A as control class ang class VII C as experiment class. The technique of data analys is Mann Whitney test. Based on the result, it can be concluded that: 1) there was influence of implementation Problem Based Instruction (PBI) learning models based on Open ended toward student’s critical thinking skills with result significance of 0,002 < 0,050 and Zcalculate< Ztable (-3,147 < -1,96 ) which means H0 rejected and H1 accepted, 2) student’s critical thinking skills is very low with an average mastery indicator Posttest experiment class amounting to 44,29%, 3) the learning execution is very good with percentage by 98%, and 4) the student response is good with percentage by 76%.

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