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The aim of this research is to know the effectiveness of multicultural education through traditional games in science learning based on inquiry learning model for developing the critical thinking ability in Junior High School Students. The research design used in this study was quasi-experimental design with non-equivalent control group design. Data were collected by using purposive sampling method of data collection. It was found that N-gain of experimental class has a higher value than the control class in the fifth aspect of critical thinking. The significance of critical thinking skills of the experimental class gained t-count = 18.712 and t-table = 2.030, while the control class is obtained t-count = 14.355 and t-table = 2.030. t-count > t-table then H0 rejected and Ha accepted. Differences in students critical thinking results showed that the average grade in the experiment class higher than the control class with t-test of 5.707 to 1.9944 t-table (df = 70, α = 5%). Traditional game based on multicultural learning is able to encourage a critical attitude because it makes students more flexibility in thinking. It could be concluded that traditional games based on multicultural education can improve critical thinking in the student in all aspects.