This study aims to examine the effect of the Challenge based learning model on Critical thinking skills and learning outcomes in History learning. This research type is a quasi-experimental design with a Pretest-Posttest Non-Equivalent Control Group. The population were students of class X IPA 1, X IPA 2, X IPA 3, X IPA 4 and X IPA 5 at SMA Unggulan Haf-Sa Zainul Hasan BPPT Genggong. Determination of the research sample using simple random sampling to determine the control and experimental classes. Based on the results of homogeneity test of the five classes, the control class and the experimental class were determined, namely Class X MIPA 4 and Class X MIPA 3. In the experimental class, treatment was given using the Challenge based learning model and Control Class using problem-based learning. The research data used product assessment instruments and learning outcomes tests. The data analysis technique used ANCOVA. The results of ANCOVA analysis concluded that the Challenge Based Learning model had a significant effect on Critical thinking skills and student learning outcomes in History learning with a value (sig 0.00 <0.05) because Challenge Based Learning emphasized thinking skills to create new knowledge from learning experiences and Challenges Based learning which can instruct students' thinking skills. This study recommends the implementation of Challenge Based learning model as an alternative innovation in the history learning process.