This study is motivated by the low level of students’ critical thinking skills in science education, particularly on the topic of human activities’ impact on ecosystems and conservation. The aim of this study is to examine the effectiveness of Problem based learning (PBL) supported by educational games in enhancing students’ critical thinking skills. This research employs a quantitative quasi-experimental approach. The data sources include the learning process and documents such as teaching modules, critical thinking test instruments, and digital learning media. The sample was selected using a total sampling technique, and data were collected through a critical thinking test. Instrument validity was tested through construct validity and expert judgment, while data analysis was conducted using the Rasch Model. The findings indicate that learning through PBL with educational game media significantly improves students' critical thinking skills, as evidenced by increased person measure logit scores and statistically significant results (p < 0,05). These results suggest that integrating educational games into PBL can be an effective strategy for contextual science learning to foster higher-order thinking skills.