<![CDATA[This study aims to describe the implementation of the STEM (Science, Technology, Engineering, and Mathematics) approach based on local wisdom and to examine its impact on the critical thinking skills and learning activities of fifth-grade students. The problem addressed is the low level of critical thinking skills among students at Madrasah Ibtidaiyah Nurul Hidayah in Jambi, where the learning process is still dominated by a one-way, teacher-centered method. This study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles, each consisting of planning, action, observation, and reflection. The research subjects were 30 fifth-grade students. Data were collected through observation sheets, questionnaires, and documentation, and analyzed both qualitatively and quantitatively. The STEM approach was implemented through a project based on local wisdom the creation of traditional Jambi clay crafts (pottery) which integrated science (observing the properties of clay), technology (using simple tools), engineering (designing stable shapes), and mathematics (measuring and calculating volume). The research results showed that students’ critical thinking scores increased from a pre-cycle average of 61.71% to 70.05% in Cycle I and 79.77% in Cycle II, while mastery of core concepts increased from 10% in Cycle I to 96.67% in Cycle II, exceeding the success indicator of 75%. Student learning engagement also increased from 69.17% to 82.92%, and teacher performance improved from the “good” category to “very good.” These findings indicate that a STEM approach grounded in local wisdom is effective in enhancing students’ critical thinking skills and learning engagement, and offers contextual and culturally relevant strategies for elementary education.]]>
