Penelitian ini mengkaji efektivitas penerapan model pembelajaran Discovery Learning yang dipadukan dengan aktivitas membaca kritis dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi sistem pencernaan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi eksperimen berupa pretest-posttest control group design. Subjek penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang diberi perlakuan model Discovery Learning berbantuan aktivitas membaca kritis dan kelas kontrol yang diberi pembelajaran konvensional. Teknik pengambilan sampel menggunakan cluster random sampling. Instrumen yang digunakan adalah tes berpikir kritis berupa pretest dan posttest serta lembar observasi keterlaksanaan pembelajaran. Hasil uji normalitas dan homogenitas menunjukkan data berdistribusi normal dan homogen. Hasil uji kesetaraan menunjukkan bahwa kemampuan awal peserta didik berbeda secara signifikan, sehingga digunakan uji ANCOVA untuk mengontrol pengaruh pretest. Hasil ANCOVA menunjukkan bahwa terdapat pengaruh yang signifikan (p < 0>ABSTRACT Devi Tresviyanti. K4321024. Supervisor I: Drs. Dwi Oetomo, M.Si. Advisor II: Chandra Adi Prabowo, S.Pd., M.Pd. THE EFFECT OF DISCOVERY LEARNING LEARNING MODEL ASSISTED BY CRITICAL READING ACTIVITIES ON CRITICAL THINKING SKILLS ON DIGESTIVE SYSTEM MATERIAL. Thesis, Surakarta: Faculty of Teacher Training and Education, Sebelas Maret University. May 2025. This research investigates the effectiveness of implementing the Discovery Learning model combined with critical reading activities to enhance students' critical thinking skills in the topic of the human digestive system. This research used a quantitative approach with a quasi-experimental design in the form of a pretest posttest control group design. The subjects consisted of two classes: the experimental class received the Discovery Learning model with critical reading activities, while the control class received conventional learning. The sampling technique used was cluster random sampling. Instruments used included a critical thinking test (pretest and posttest) and a lesson implementation observation sheet. The normality and homogeneity tests showed that the data were normally distributed and homogeneous. The equality test indicated a significant difference in students' initial abilities; thus, ANCOVA was used to control for pretest effects. The ANCOVA results showed a significant effect (p < 0>