This study examines the differences in critical thinking skills based on indicators adapted from Bloom's Taxonomy (application, analysis, inference, evaluation, and synthesis) between students with reflective and impulsive cognitive styles in writing scientific papers based on information literacy in online learning. The purpose of this study is based on the following research problem: how can reflective and impulsive students develop critical thinking skills in writing scientific papers based on information literacy through online learning? A total of 10 students became research subjects who were categorized based on the scores of cognitive style measurement results using the Matching Familiar Figures Test. Critical thinking skills were assessed using an instrument consisting of 12 sub-indicators. The results of the Mann-Whitney test showed that students with impulsive cognitive styles were significantly better at 1) formulating the conclusions developed, 2) examining various references relevant to the topic being made, 3) assessing statements and arguments of articles that will be used in the topic description; 4) the ability to use old knowledge or ideas into something new; and 5) using knowledge in new or different contexts. The study's findings indicate significant differences in critical thinking skills between reflective and impulsive students who write scientific papers based on information literacy in online learning. Further research is needed to identify specific learning interventions to support impulsive students in developing critical thinking skills. In addition, this study can contribute to developing more effective online learning models to improve students’ overall critical thinking skills.