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This research aims to improve students' critical thinking skills through a contextual teaching-learning model in a ship stability course. This qualitative study employs a case study approach to deeply understand the application of contextual teaching in ship stability courses. The data collection method uses written tests and interviews. The subjects are all 38 third-semester Ship Operation Engineering Technology Study Program students in the 2023/2024 academic year. Tests were conducted twice: pre-test and post-test. The average pre-test score for critical thinking was 52.38, and the post-test average was 82.45, categorized as very good. The analysis concluded that students' scores were shallow before contextual learning but improved significantly to an excellent category after the application
Sriantini et al. (Fri,) studied this question.