Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran problem solving dengan pendekatan etnosains untuk melatih kemampuan berpikir kritis siswa. Metode penelitian yang digunakan yaitu quasi eksperimental design dengan desain nonequivalent control group. Penelitian dilaksanakan di SMPN 1 Sekaran Lamongan. Teknik pengambilan sampel menggunakan purpossive sampling. Sampel yang digunakan yaitu kelas VII B sebagai kelas eksperimen dan kelas VII C sebagai kelas kontrol. Teknik analisis data menggunakan uji t sampel bebas. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) Ada pengaruh model pembelajaran problem solving dengan pendekatan etnosains untuk melatih kemampuan berpikir kritis siswa, yang terbukti dengan nilai uji t sampel bebas, nilai signifikansi sebesar 0,001 < 0,005, serta diperoleh - thitung < ttabel < thitung yaitu -3,635 < 2,024 < 3,635, maka H0 ditolak dan H1 diterima, (2) Keterlaksanaan pembelajaran dengan menerapkan model pembelajaran Problem Solving dengan Pendekatan Etnosains diperoleh persentase 98,41% dengan keriteria sangat baik, (3) Respon siswa terhadap model pembelajaran problem solving dengan pendekatan etnosains diperoleh rata-rata sangat setuju 46,36%; setuju 40,45%; kurang setuju 10,91%; tidak setuju 1,82%; dan sangat tidak setuju 0,45%, (4) Kemampuan berpikir kritis siswa pada kelas eksperimen lebih tinggi dari kelas kontrol, rata-rata posttest kelas eksperimen sebesar 60,89% dan kelas kontrol sebesar 46,56%.

This study was aimed to determine the effect of problem solving learning models with the ethnoscience approach to train students' critical thinking skills. The research method used quasi experimental design with nonequivalent control group design. The research was be hold in SMPN 1 Sekaran Lamongan. The sampling technique was purposive sampling. The sample were student’s on class VII B as the experimental class and class VII C as the control class. The data analysis technique used independent sample t test. Based on the results of the study it can be concluded that: (1) There was influence of the problem solving learning model with the ethnoscience approach to train students' critical thinking skills, as evidenced by the result of independent sample t test, a significance value of 0.001 < 0.005, and obtained - tcount < ttable < tcount that is -3,635 < 2,024 < 3,635, then H0 was rejected and H1 was accepted, (2) The implementation of learning by applying the problem solving learning model with the ethnoscience approach obtained a percentage of 98.41% with very good skills, (3) Student responses to problem solving learning models with the ethnoscience approach on average very agree 46.36%; agree 40.45%; slowly agree 10.91%; disagree 1.82%; and strongly disagree 0.45%, (4) The critical thinking ability of students in the experimental class is higher than the control class, the average posttest of the experimental class is 60.89% and the control class is 46.56%.

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