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This study aimed to determine the effectiveness of the CTL-based physics e-module in improving the creative and critical thinking skills of senior high school students. Consequently, an experiment with a pretest-posttest control group design was conducted using two groups of 60 tenth-grade students majoring in Science. The experiment consisted of an assessment of creative and critical thinking skills, as well as test questions. Subsequently, the data obtained from the assessment was analyzed using the ttest and N-Gain, and the results showed that the scores of students' creative and critical thinking skills in the experimental group at the end of the treatment were 81.85 and 81.81. Furthermore, the N-Gain scores for the two skills in the experimental group were 0.60 and 0.59. However, there were significant differences in the levels of creative and critical thinking skills of students using the CTL-based physics e-module with the control group (p=0.000). The experimental group had an average cognitive competence score of 78.50 and a completion rate of 93.34%. The study concluded that the e-module is effective in improving creative and critical thinking skills as well as student learning outcomes in physics education, especially during the aftermath of COVID-19. [ABSTRACT FROM AUTHOR]