<![CDATA[Critical thinking is an important competency in 21st-century learning that needs to be developed from elementary school. However, in mathematics learning, especially in fraction topics, students’ critical thinking skills have not developed optimally across each indicator. Therefore, it is important to identify students’ critical thinking profiles as a basis for designing learning activities that match their levels of ability. This study aims to describe the critical thinking profile of fifth-grade students through the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach in learning fractions. This research employed a descriptive qualitative method with fifth-grade students of SD Hang Tuah 10 Juanda as the subjects. Data were collected through tests and interviews based on the indicators of interpretation, analysis, inference, and evaluation. The results showed that students’ critical thinking skills were categorized into three levels: high, moderate, and low. Students in the high category were able to meet all indicators well. Students in the moderate category performed well in analysis and inference but still needed improvement in interpretation and evaluation. Meanwhile, students in the low category were not able to meet most of the indicators optimally. The STEAM approach can be used to describe students’ critical thinking characteristics in solving contextual fraction problems and as a reference for designing more appropriate learning activities.”]]>
