<![CDATA[Keadaan siswa yang malu menyampaikan gagasan berbeda, kecenderungan diam dan mengikuti hasil kesimpulan teman, kekurangaktifan bertanya selama pembelajaran membuktikan masih rendahnya berpikir kritis siswa dalam pembelajaran IPAS. Kegiatan pembelajaran IPAS kurang menerapkan strategi pembelajaran untuk meningkatkan keterampilan abad 21 siswa. Tujuan penelitian: (1) menghasilkan modul ajar IPAS berbasis Tri-N untuk meningkatkan kemampuan berpikir kritis siswa kelas V; (2) menguji kelayakan modul ajar IPAS berbasis Tri-N untuk meningkatkan kemampuan berpikir kritis siswa kelas V; dan (3) menguji efektivitas modul ajar IPAS berbasis Tri-N untuk meningkatkan kemampuan berpikir kritis siswa kelas V. Metode penelitian adalah research and development model ADDIE. Teknik pengumpulan data: kuesioner, observasi, wawancara, dan lembar validasi. Analisis data yang digunakan adalah analisis data kuantitatif dan kualitatif deskriptif. Hasil penelitian menunjukkan (1) dihasilkannya produk modul ajar IPAS berbasis Tri-N untuk meningkatkan kemampuan berpikir kritis siswa kelas V; (2) hasil persentase validasi ahli materi sebesar 70,00%, ahli media sebesar 85%, hasil validasi ahli ketamansiswaan sebesar 94%, dan praktisi sebanyak 91% sehingga diperoleh rata-rata hasil validasi ahli dan praktisi adalah 85% dengan kriteria “Sangat Layak”; dan (3) produk modul ajar dinyatakan sangat efektif dengan peningkatan nilai sebesar 0,40 berdasarkan perhitungan rerata skor N-Gain. Abstract The condition of students who are embarrassed to convey different ideas, the tendency to remain silent and follow their friends' conclusions and the lack of activity in asking questions during learning prove that students' critical thinking is still low in science learning. Science and science learning activities do not apply learning strategies to improve students' 21st century skills. Research objectives: (1) produce a Tri-N-based science teaching module to enhance critical thinking skills of fifth graders; (2) test the feasibility of the Tri-N-based science module and science teaching to improve fifth-grade students' critical thinking skills; and (3) test the effectiveness of the Tri-N-based science teaching module in improving fifth-grade students' critical thinking skills. The research method is the ADDIE research and development model. Data collection techniques: questionnaires, observations, interviews and validation forms. The data analysis used is descriptive, quantitative and qualitative. The research results show (1) the production of a Tri-N-based science teaching module to improve the critical thinking skills of class V students; (2) the material experts' validation percentage results were 70.00%, the media experts' were 85%, the student affairs experts' validation results were 94%, and the professionals' were 91%, of so that the average validation results from experts and professionals were 85% with the "Very worthy" criteria; and (3) the effectiveness of the teaching module is obtained by calculating the average N-Gain score before and during implementation of 0.43 and 0.83 with the qualification being very effective.]]>
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