Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students' critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in Indonesia context need to be discussed by students. This study involved 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. The qualitative methodology was employed to analyze students critical thinking development in all learning processes through multiple data collection of students interviews, reflective journals, classroom observations, worksheets, and researcher's notes. Learning was carried out in five stages: textual approach and problem analysis, clarifying the chemistry background in a lab environment, resuming the socio-scientific dimension, discussing and evaluating different points of view, and meta-reflection. While the critical thinking skills was assessed through five indicators developed by SCIT 1020: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results illustrate an improvement in students' critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to chemistry learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other applicable and contextual subjects to increase student activity in the classroom and critical thinking skills in the learning process.