This study aimed to find out the effects of visual mapping and science-related attitudes and their interactions on students' critical thinking skills on the topic of human locomotor system at MAN 1 Tanjung Pura, Indonesia. This research applied a quasi-experimental technique, by using a pretest-posttest experimental group with factorial design. The population was the entire students of eleventh grade (XI), about 141 students, with the samples consisting of 4 classes of Science Program, namely XI-1 of 28 students taught by concept mapping, XI-2 of 39 students taught by mind mapping, XI-3 of 42 students taught by argument mapping; those are classified as experimental group and XI-4 of 32 students taught by direct instruction as control group. The results showed that the means of critical thinking pre-tests based on concept mapping (CM), mind mapping (MM), argument mapping (AM), and direct instruction (DI) were 67.36, 67.59, 67.67,and 67.53. Meanwhile the means of critical thinking post-tests were 86.54, 86.15, 86.83 and 78.03. Subsequently, the means of science-related attitudes were 72.79, 73.95, 72.40 and 70.91, respectively. From the results of the 2-Way ANOVA, it was concluded that there were significant effects of learning techniques (CM, MM, AM, and DI) on critical thinking skills in which the value of significance was 0.000 < 0.05. From the result of Levene's Test for critical thinking post-test, it was assumed that the data was homogenous, in which 0.798 > 0.05. Based on the results of Duncan's Multiple Range Test, it was obviously known that there were significant differences of critical thinking post-test scores between CM and DI, in which 86.54 > 78.03,between MM and DI, in which 86.15 > 78.03 and between AM and DI, in which 86.83 > 78.03. Furthermore, from the result of the 2-Way ANOVA, it was concluded that there were significant effects of science-related attitudes on critical thinking skills in which the value of significance was 0.040 < 0.05. From the result of the 2-Way ANOVA, it was concluded that there were interactions of learning techniques (CM, MM, AM, DI) and science-related attitudes on critical thinking skills in which the value of significance was 0.000 < 0.05. Generally, it was concluded that concept mapping, mind mapping, and argument mapping as classified into visual mapping were more effective in enhancing critical thinking skills. Science-related attitudes could literally influence students' critical thinking skills and there were also interactions between visual mapping and science-related attitudes on students' critical thinking skills.