This study aims to examine the effectiveness of scientific-based teaching material on students' mathematical critical thinking abilities. The research design used was a quasi-experimental design with a pretest-posttest non equivalent group design. This study used two research groups namely the experimental class and the control class. The population in this study was all eighth grade students of National Palasah 1 Junior High School 2018/2019. The study sample consisted of two classes taken randomly. The class obtained is class VIII as an experimental class that uses scientific based teaching material and class VIII D as a control class that uses ordinary teaching material (not scientific based). One sample test is used to test the effectiveness of both teaching material. Multivariate analysis with Wilks'lambda was used to determine the differences in the effectiveness of the two teaching material. Because there are differences in effectiveness between the two teaching material, then a further test is carried out with a univariate effectiveness test analysis that is used to determine which is more effective between the two teaching material towards students' critical thinking abilities. The results showed that: 1) the use of scientific-based teaching material and ordinary teaching material was equally effective against students' critical thinking skills, 2) there were differences in effectiveness between the two teaching material, and 3) the use of scientific-based teaching material was more effective than ordinary teaching material (not scientific based) on students' critical thinking skills.