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Abstract. The purpose of this study was to improve the critical thinking skills of junior high school students through the application of a science writing heuristic approach with multiple representations of hearing. The method used was the quasi-experimental method with Pretest-Posttest Control Group design with 24 samples in the experimental and control classes. The research instrument used was an essay test. The average value of the experimental class pretest 11.8 increased at posttest to 80.5 with an N-Gain value of 0.8. In the control class the average value of pretest 12.0 increased when the posttest became 71.8 with an N-Gain value of 0.7. Based on the Paired Sample T Test, it is known that the significance value is 0.001 <0.05, so it can be concluded that there is a significant difference in the improvement of critical thinking skills between students who have applied the science writing heurastic approach and the multiple representative hearing with students who apply the science writing heurastic approach without multiple representation. Based on these results, the Science Writing Heuristic approach with Multi Representation on Hearing material can be used as an alternative learning strategy to improve students critical thinking skills.