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Generative and Connecting, Organizing, Reflecting, Extending (CORE) are two sets of learning design that can develop learners- critical thinking skill. The objective of this study was to point out the best model to develop learners- critical thinking skill. For this objective, a quasi-experiment was done in 12 Jakarta Senior High School. Two groups of eleventh grades learners were elected by random sampling method. Generative learning was applied to the first group, while CORE learning was applied to the second group. Learners- critical thinking was regulated by the test which produced based on critical thinking skill indicators. Before starting the program, each group took an initial ability test. The program lasted for four weeks, and four hours each week; and at the end of the program post-test works were taken from the candidates. The hypothesis was tested using independent sample t-test with a probability of significance value of 0.05.The results of the research shown that there was a significant difference between the t-test score points of the experimental groups (P<0.05) namely t-count = 3,092 > t-table = 1,667. The results also showed that the average of learners- critical thinking skill points with generative learning model was higher than the other group. It was observed that this paper previously uncovered a role for (1) Barbara L. Grabowski (2014) that generative learning model can increase critical thinking skill and (2) Robert C. Calfee (2004) that CORE can increase critical thinking skill. This manuscript builds on our prior study to compare both models and focus on the effects on critical thinking skill.