<![CDATA[Critical thinking is one of the essential competencies that should be developed in elementary school Science and Social Studies (IPAS) learning. However, classroom instruction is still predominantly teacher-centered, resulting in limited student engagement and low critical thinking ability. This study aimed to improve students' critical thinking skills through the implementation of a Digital Pop-Up Book on the topic of Energy Transformation for fifth-grade students at SD Muhammadiyah 1 Sambeng. This research employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were nine fifth-grade students. Data were collected through observation, tests, and documentation and analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of the Digital Pop-Up Book improved both the learning process and students' critical thinking skills. Teacher activity increased from 76.14% in Cycle I to 95.45% in Cycle II, while student activity increased from 75.00% to 93.18%. Students' average critical thinking score improved from 73.33 to 88.89, and classical learning mastery increased from 66.67% to 100%. These findings indicate that the Digital Pop-Up Book is an effective instructional medium for improving elementary school students' critical thinking skills by promoting active, interactive, and student-centered learning.]]>
