<![CDATA[ABSTRACT Fraction learning in Grade V at SDN Cindai Alus 2 revealed that students still needed learning experiences that encouraged them to process information, determine solution steps, check their answers, and work collaboratively. This initial condition became the basis for implementing learning that integrated Contextual Teaching and Learning (CTL), the LENTERA Model, and Dapur Pecahan media to develop critical thinking, problem-solving, and collaboration skills. The study was conducted during the second semester of the 2025/2026 academic year and involved all 24 Grade V students, consisting of 11 boys and 13 girls, through total sampling. The intervention was carried out over four meetings and followed the stages of planning, action, observation, and reflection within a Classroom Action Research (CAR) design using a qualitative descriptive approach. Data were collected through observation, interviews, documentation, Group Worksheets (LKK), and Student Worksheets (LKS), and were analyzed through data reduction, presentation, and conclusion drawing. The development of achievement across each meeting indicated increasingly stronger changes. In the fourth meeting, the classical achievement of critical thinking reached 79%, problem-solving 96%, and collaboration 83%. These achievements met the success criteria and indicated that the integration of CTL, the LENTERA Model, and Dapur Pecahan supported the simultaneous development of the three skills. ABSTRAK Pembelajaran pecahan di kelas V SDN Cindai Alus 2 memperlihatkan bahwa murid masih membutuhkan pengalaman belajar yang mendorong mereka mengolah informasi, menentukan langkah penyelesaian, memeriksa jawaban, dan bekerja bersama. Kondisi awal tersebut menjadi pijakan penerapan pembelajaran yang memadukan Contextual Teaching and Learning (CTL), Model LENTERA, dan media Dapur Pecahan untuk mengembangkan keterampilan berpikir kritis, pemecahan masalah, dan kolaborasi. Kegiatan dilaksanakan pada semester II tahun ajaran 2025/2026 dengan melibatkan seluruh 24 murid kelas V, terdiri atas 11 murid laki-laki dan 13 murid perempuan, melalui teknik total sampling. Proses tindakan berlangsung dalam empat pertemuan dan mengikuti siklus perencanaan, tindakan, observasi, serta refleksi dalam Penelitian Tindakan Kelas (PTK) dengan pendekatan deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara, dokumentasi, LKK, dan LKS, lalu dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Perkembangan capaian pada setiap pertemuan memperlihatkan perubahan yang semakin kuat. Pada pertemuan IV, capaian klasikal berpikir kritis mencapai 79%, pemecahan masalah 96%, dan kolaborasi 83%. Capaian tersebut memenuhi kriteria keberhasilan dan menunjukkan bahwa keterpaduan CTL, Model LENTERA, serta Dapur Pecahan mendukung perkembangan ketiga keterampilan secara bersamaan.]]>
