<![CDATA[The pedagogical climate of elementary science education necessitates critical thinking skills to foster meaningful conceptual understanding. Preliminary interviews revealed that current instructional practices lack models and approaches capable of stimulating students' critical inquiry. This study aims to evaluate the effectiveness of Project-Based Learning (PjBL) integrated with a Culturally Responsive Teaching (CRT) approach in enhancing the critical thinking skills of elementary students. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. Data were collected through a critical thinking assessment consisting of five essay items. The instrument’s validity was verified using Aiken’s V, while content reliability was ensured through the percentage of agreement. Data analysis involved the independent sample t-test with a significance threshold of alpha < 0.05. Results indicated a substantial increase in post-test scores across both experimental and control groups, confirming a divergence in students' critical thinking levels. This finding was further substantiated by the independent sample t-test, yielding a probability value of 0.001 (p < 0.05), which signifies a highly significant statistical difference. Consequently, the integration of PjBL with a CRT approach is highly effective in advancing critical thinking skills within elementary.]]>
