This paper presents experimental results about the use of the Critical Literacy Approach (CLA) in literary appreciation using Indonesian short stories. The purpose of the study is to find better teaching strategies to improve students’ critical thinking skills and critical awareness to comprehend the conditions of the world, including social relationships involving disproportionate power relations. This study uses the randomized pretest-posttest control group design (RPPCGD), which is a randomized design by giving pretest and posttest to the experimental group (CLA) and control group (expository). The effect of both teaching strategies is calculated through the difference between the pretest and posttest of both groups. This research involved 170 students in the Department of Indonesian Language and Literature Education of an education university in Indonesia. The results are presented in the form of analytical descriptions of paired samples test and paired samples correlations of each group. The results show that students who did a short story analysis with CLA had significantly increased critical thinking skills and critical awareness compared to students of expository strategy. The average posttest of the experimental group is 80.33, which is considerably higher than the control group, with an average of 76.13. The average increase in skills (posttest-pretest) of the experimental group is 38.71 points, and the control groups have an average increase of 31.19 points. Therefore, it is clear that the teaching of literary appreciation using Indonesian short stories with CLA is effective. The use of CLA strategies in increasing students’ critical thinking skills and critical awareness through literary appreciation of Indonesian short stories shows positive results. The results of this study can contribute to the field of learning design with new ideas to improve critical thinking skills and critical awareness of Indonesian students through effective short story analysis or fictional prose analysis.

[Title: The effect of double loop problem-solving model on students’ critical thinking skill]. This research aims to find out the effect of the double loop problem-solving model on students’ critical thinking skill. The type of research used was quasi-experimental with untreated control group design with pretest and posttest. The population was all students of grade X in senior high school 2 of Aikmel with the amount of 123 students. The sampling technique used purposive sampling, considering that students have already obtained the same physics subject matter that is harmonic vibration and mid-terms test score were almost the same so that it has been selected sample X MIA 2 consisting of 31 students as the experimental class and sample X MIA 3 consisting of 28 students as the controlled class. The experimental class was treated with double loop problem-solving model while the controlled class was treated with direct instruction. The instrument used was the critical thinking skill essay test consisting of 10 items in which each indicator was measured with 2 items. The measured indicators are interpretation, analysis, evaluation, inference and explanation. Instrument test results showed the 10 items can be used in the research (valid and reliable). The research hypothesis was tested using t-test polled variance. Data analysis showed that  >  which means that was rejected and was accepted. Thus, it can be concluded that there is an effect of double loop problem-solving model on students’ critical thinking skill.