<![CDATA[This study developed a Wizer.me based Social Studies worksheet integrated with the Think Pair Share model for Grade VI students and examined its feasibility, practicality, and effectiveness in supporting critical thinking skills. Research and development was conducted using the ADDIE model. Content and media experts evaluated product feasibility, while practicality was assessed through one to one, small group, and field trials. Effectiveness was examined using a quasi experimental pretest and posttest control group design involving two classes of 20 students. The worksheet addressed “Stories about Our Indonesia” through videos, images, interactive questions, and structured think, pair, and share activities. Content validation reached 72.92%, media validation 82.81%, and the descriptive mean 77.67%. Student practicality reached 85.26%, while teacher practicality reached 100%. The experimental group achieved an N gain of 0.724, compared with 0.599 in the control group, with significant differences in posttest, gain, and N gain. These findings indicate that the integrated intervention was feasible, practical, and associated with stronger critical thinking improvement than the control condition, supporting structured digital learning in elementary Social Studies classrooms. Penelitian ini mengembangkan Lembar Kerja Peserta Didik IPS berbasis Wizer.me yang terintegrasi dengan model Think Pair Share untuk peserta didik kelas VI serta menguji kelayakan, kepraktisan, dan keefektifannya dalam mendukung keterampilan berpikir kritis. Penelitian dan pengembangan dilaksanakan menggunakan model ADDIE. Kelayakan produk dinilai oleh ahli materi dan ahli media, sedangkan kepraktisan diuji melalui tahap one to one, small group, dan field trial. Keefektifan diuji menggunakan desain kuasi eksperimen pretest dan posttest dengan kelompok kontrol yang melibatkan dua kelas, masing masing terdiri atas 20 peserta didik. LKPD memuat materi “Cerita tentang Indonesia Kita” melalui video, gambar, soal interaktif, serta aktivitas think, pair, dan share yang terstruktur. Validasi materi mencapai 72,92%, validasi media 82,81%, dan rerata deskriptif 77,67%. Kepraktisan peserta didik mencapai 85,26%, sedangkan kepraktisan guru mencapai 100%. Kelompok eksperimen memperoleh N gain 0,724, dibandingkan 0,599 pada kelompok kontrol, dengan perbedaan signifikan pada posttest, gain, dan N gain. Temuan ini menunjukkan bahwa intervensi terintegrasi tersebut layak, praktis, dan berkaitan dengan peningkatan keterampilan berpikir kritis yang lebih kuat dibandingkan kondisi kontrol dalam pembelajaran IPS kelas VI sekolah dasar.]]>
