<![CDATA[This study addresses the limited integration of local wisdom in elementary science learning and its impact on students’ critical thinking skills. The purpose of this study was to examine the effect of ethnoscience-based Project-Based Learning (PjBL) in the context of traditional soil cultivation on the critical thinking skills of elementary school students. This approach responds to the need for contextualized learning that connects scientific concepts with students’ cultural experiences. The study employed a quasi-experimental approach involving an experimental group that received ethnoscience-based PjBL and a control group that received conventional instruction. Critical thinking skills were measured using an essay test administered before and after the intervention. Data were analyzed using N-Gain and ANCOVA techniques. The results indicated that students in the experimental group demonstrated a significantly higher improvement in critical thinking skills compared to those in the control group. The experimental group achieved a high N-Gain score (0.71), while the control group showed a moderate increase (0.33). Statistical analysis confirmed a significant difference between groups (p < 0.05). These findings suggest that ethnoscience-based PjBL effectively enhances elementary students’ critical thinking abilities by transforming abstract concepts into meaningful, culturally grounded problem-solving activities. The integration of traditional soil cultivation practices enables students to analyze information, evaluate evidence, and draw logical conclusions within an authentic learning context.]]>
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