<![CDATA[Critical thinking skills are among the essential competencies that need to be developed from the elementary school level to prepare students for the challenges of the twenty-first century. Mathematics learning has significant potential to foster these skills as it involves reasoning, problem-solving, and logical decision-making processes. However, studies that comprehensively examine the dynamics of mathematics learning in shaping elementary school students’ critical thinking skills remain limited. Therefore, this study aimed to explore the dynamics of mathematics learning in developing critical thinking skills among elementary school students. This study employed a qualitative approach using a case study design. The participants consisted of 45 elementary school students, including 22 male students and 23 female students, as well as one classroom teacher. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data condensation, data display, and conclusion drawing. Data trustworthiness was ensured through source triangulation, method triangulation, and member checking. The findings revealed that the development of students’ critical thinking skills was influenced by four major dynamics within mathematics learning: (1) problem-solving activities that promoted students’ analytical and evaluative abilities; (2) teachers’ reflective questioning strategies that stimulated mathematical reasoning; (3) collaborative group discussions that fostered mathematical argumentation and communication skills; and (4) reflective learning activities that enhanced students’ metacognitive awareness. Students demonstrated satisfactory learning outcomes, with a class average score of 84.6. Furthermore, female students dominated the highest-achieving group, accounting for 64.7% of students who obtained the top performance scores. The novelty of this study lies in its exploration of the mechanisms through which critical thinking skills are developed through the dynamics of mathematics learning in elementary school classrooms. The study concludes that critical thinking skills are fostered through interactive, reflective, and student-centered mathematics learning environments. These findings contribute to the advancement of mathematics education literature and provide practical implications for teachers in designing learning experiences that effectively support the development of critical thinking skills in elementary education. ABSTRAK Keterampilan berpikir kritis merupakan salah satu kompetensi penting yang perlu dikembangkan sejak jenjang sekolah dasar untuk mempersiapkan peserta didik menghadapi tantangan abad ke-21. Pembelajaran matematika memiliki potensi besar dalam mendukung pengembangan keterampilan tersebut karena melibatkan aktivitas penalaran, pemecahan masalah, dan pengambilan keputusan secara logis. Namun, penelitian yang mengkaji secara mendalam dinamika pembelajaran matematika dalam membentuk keterampilan berpikir kritis siswa sekolah dasar masih relatif terbatas. Penelitian ini bertujuan untuk mengeksplorasi dinamika pembelajaran matematika dalam mengembangkan keterampilan berpikir kritis siswa sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Partisipan penelitian terdiri atas 45 siswa sekolah dasar yang terdiri dari 22 siswa laki-laki dan 23 siswa perempuan serta seorang guru kelas. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi sumber, triangulasi metode, dan member checking. Hasil penelitian menunjukkan bahwa pengembangan keterampilan berpikir kritis siswa dipengaruhi oleh empat dinamika utama dalam pembelajaran matematika, yaitu: (1) aktivitas pemecahan masalah yang mendorong kemampuan analisis dan evaluasi siswa; (2) penggunaan pertanyaan reflektif oleh guru yang menstimulasi penalaran matematis; (3) diskusi kelompok yang membangun kemampuan argumentasi dan komunikasi matematis; serta (4) kegiatan refleksi yang meningkatkan kesadaran metakognitif siswa. Hasil belajar siswa menunjukkan capaian yang baik dengan nilai rata-rata kelas sebesar 84,6. Selain itu, kelompok siswa dengan capaian nilai tertinggi didominasi oleh siswa perempuan sebesar 64,7%. Penelitian ini menyimpulkan bahwa keterampilan berpikir kritis berkembang melalui dinamika pembelajaran matematika yang interaktif, reflektif, dan berpusat pada siswa. Temuan penelitian memberikan kontribusi konseptual bagi pengembangan kajian pendidikan matematika serta implikasi praktis bagi guru dalam merancang pembelajaran yang mendukung pengembangan keterampilan berpikir kritis sejak jenjang sekolah dasar.]]>
