<![CDATA[Critical thinking is an essential skill at all levels of education, especially in elementary school. Students at SD Muhammadiyah Karangploso still show low critical thinking abilities, as indicated by the limited mastery of critical thinking indicators and the use of monotonous learning methods. To address this issue, this study applied the Project Based Learning (PjBL) model to improve students’ critical thinking skills in IPAS subjects. The purpose of this research was to determine whether the Project Based Learning model could significantly improve the critical thinking skills of fourth-grade students. This study used a quantitative approach with a Quasi-Experimental design, specifically the Nonequivalent Control Group Design. The sample consisted of two classes: an experimental class taught using the Project Based Learning model and a control class taught using the Problem Based Learning model. Research instruments included pretest and posttest questions as well as observation sheets for learning implementation. The collected data were aalyzed using normality, homogeneity, and hypothesis tests. The results showed that the Project Based Learning model was effective in improving students’ critical thinking skills. The average score in the experimental class increased from 60.5 on the pretest to 85.2 on the posttest, while the control class improved from 58.3 to 71.8. The data were normally distributed and homogeneous (p > 0.05). Hypothesis testing using an independent sample t-test produced a significance value of 0.000 (p < 0.05), indicating a significant difference between the two classes. Therefore, the Project Based Learning model significantly influences students’ critical thinking skills through collaborative and active learning activities.]]>
