<![CDATA[This study aims to examine the improvement of students' critical thinking skills through the implementation of STEAM learning based on terrarium-making projects in fifth-grade elementary school science subjects. The background of the study is based on the low critical thinking skills of students due to the dominance of traditional learning methods that do not provide opportunities for scientific exploration. The study used the Classroom Action Research (CAR) design model of Kemmis and McTaggart which was conducted in two cycles involving 20 students. The research instruments included a critical thinking ability test (pretest–posttest), observation sheets, interview guidelines, and documentation. Data were analyzed using average scores, N-Gain scores, and qualitative descriptive analysis. The results showed a significant increase in the experimental class with an N-Gain value of 0.67 (medium-high category), while the control class obtained a value of 0.30 (low-medium category). STEAM learning based on terrarium projects has been proven to improve students' critical thinking skills through analytical, evaluative, collaborative, and contextual problem-solving activities. Thus, the STEAM approach is recommended as an effective science learning strategy to improve the quality of the learning process and outcomes.]]>
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