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Purpose of the study: This current study aims to analyze students’ critical thinking skills in learning chemistry specifically colloidal concept. Methodology: The research method used in this research is mixed-method by using explanatory sequential design. Data collection techniques used interviews, observation, and essay tests that have been developed based on critical thinking indicators by Ennis. This research is based on tests and interviews of students of class XI IPA in Pekanbaru. Quantitative data analysis techniques used a pre-experimental research design with one group pretest-posttest design and qualitative data analysis techniques used interviews and observation. Main Findings: Through essay tests, the average pre-test score was 30.15 and the post-test score was 50.67. The results provide information about high school students 'critical thinking skills about the concept of colloids which are still low so that alternative learning strategies are needed to improve students' critical thinking skills in chemistry learning. Applications of this study: The results of the research, expected to provide an overview for teachers and researchers about the condition of critical thinking skills of high school students in chemistry learning, specifically the concept of colloids. Novelty/Originality of this study: In this research, the novelty is the development of five indicators of critical thinking skills, the results of qualitative and quantitative analysis of students' critical thinking skills on colloidal concepts.

Problem Based Learning (PBL) is a model whose learning relates to problems in everyday life. Through problem-solving activities, it is hoped that it can empower students’ critical thinking skills. This paper proposes a conceptual framework to explore the implementation of problem-based learning in empowering critical thinking. This research method is qualitative research categorized as a literature review. Data collection was carried out by documentation method trough the stages of searching, selection, presentation, and descriptive analysis of literature related to PBL and critical thinking. The method use is qualitative with the main source from the literature review of the PBL and critical thinking. From the results of the literature review analysis reveals the steps of the PBL model are, 1) oriented questions to problems, 2) Organize student to learn, 3) Guiding individual and group investigations, 4) Develop and Present the Work, 5) Analyze and evaluate the problem-solving process. Critical thinking skills that can the empowered through the application of problem-based learning in this article include 1) the ability to focus on questions, 2) analyze arguments, 3) the ability to ask a question and the ability to answer the question, and 4) express opinions during presentations appropriately based on appropriate learning resources, 5) observing and considering the results of observations, 6) identifying assumptions, and 7) deciding on an action. The literature review results show that the syntax contained in PBL can improve critical thinking.

Students’ scientific literacy skills are still low because they are still minimal or not the availability of chemistry teaching materials that contain balanced scientific literacy skills. The research objective was to develop scientific literacy-based chemistry teaching materials that contain balanced scientific literacy, validity, readability, and effectiveness. This research conducted research and development methods with the ADDIE approach which consists of five steps; analyze, design, develop, implement, and evaluation. Based on the research results, the teaching materials were based on science literacy colloid material which developed has the characteristics of a balanced scientific literacy content, namely 41,17% of science as the body of knowledge, 17,64% of science as a way of investigating, 17,64% science as a way of thinking, and 23,52% interaction of science, technology, and society. 7 validators of scientific literacy-oriented teaching materials were declared feasible and have criteria easy to understand with average readability of 74.11%. An increase in scientific literacy skills students who use science literacy-based teaching materials is higher than students who using teaching materials used in school.