<![CDATA[This study aims to improve the critical thinking skills of fourth-grade students at SD El-Haqqa Qur’anic School Pekanbaru through the implementation of the Problem Based Learning (PBL) model. Initial observations showed that students’ critical thinking skills in the IPAS subject were still low, as they tended to rely on teacher explanations without questioning, analyzing, or seeking deeper understanding. This classroom action research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected using teacher and student activity observation sheets as well as tests of critical thinking skills. The results indicated a significant improvement in students’ critical thinking skills following the implementation of the PBL model. The average initial score of 64.09 increased to 70.90 in Cycle I and further rose to 87.72 in Cycle II. In addition, teacher activity improved from 58.92% in the first meeting of Cycle I to 94.64% in the second meeting of Cycle II, while student activity increased from 59.61% to 96.15% across the same periods. These findings demonstrate that the PBL model effectively enhances students’ critical thinking skills and supports more active, independent, and meaningful learning in IPAS lessons at the elementary school level.]]>
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