This study aims to compare the effect of technology-assisted problem-based learning (PBL) and the common PBL in cultivating students' mathematical critical thinking skills (MCTS). A meta-analysis was used to conduct this study by selecting the random effect model. The Q Cochrane and Z test were employed to analyze data supported by Comprehensive Meta-Analysis (CMA) software. Literature search using some databases such as Google Scholar, Semantic Scholar, and DOAJ found 155 documents. The final process of literature selection established 30 documents published from 2017 to 2021 and indexed by Scopus, Web of Science, and Google Scholar. Results showed that the effect size of technology-assisted PBL on students’ MCTS was g = 0,979 (moderate effect), while the effect size of common PBL on students’ MCTS was g = 0,606 (moderate effect). In addition, there was a significant difference of MCTS between students who got technology-assisted PBL and students who got common PBL. It interprets that in cultivating students’ MCTS, the implementation of technology-assisted PBL was better than the implementation of common PBL. So, the use of technology in mathematics learning to support PBL should be employed by mathematics teachers in cultivating students’ MCTS.