Chemistry studies phenomena in everyday life. In analyze phenomena, students should be higher-order thinking skills, such as critical thinking. One of the efforts to improve critical thinking is through the loading of case studies into chemistry textbooks. This study aimed to describe the differences in students’ critical thinking skills using the case study- based chemistry textbook and conventional chemistry textbook. This type of study was quasi-experimental research. The experimental design used in this study was a non-equivalent pretest-posttest control group design. The population of this study was six classes of students natural sciences at SMAN 6 Denpasar Bali. The samples were drawn by a cluster sampling technique to determine a control and an experimental group. The control and experimental groups consisting of 35 and 36 students, respectively. Students in the control group were taught by a conventional chemistry learning textbook, while students in the experimental group were taught by a case study-based chemistry learning textbook. Data on students’ critical thinking were collected by tests. Data were analyzed using the analysis of covariance statistics. The results of this study showed that there were significant differences in critical thinking skills between students taught with the case study-based chemistry learning textbook and students taught with the conventional chemistry learning textbook (p<0.05). The score mean of critical thinking skills also showed that students who were taught with the case study-based chemistry textbooks were better than those who were taught with the conventional chemistry textbooks.
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