<![CDATA[This study aimed to analyse the potential of Design Thinking in supporting Deep Learning and students’ critical thinking skills through the implementation of Project-Based Learning (PjBL) in elementary schools in Yogyakarta. The study employed a qualitative exploratory case study approach. The research was conducted in two elementary schools actively implementing project-based learning practices. Data were collected through non-intervention participatory observations, in-depth interviews, and documentation studies. Data analysis involved data reduction, thematic categorisation, and conclusion drawing through methodological triangulation. The findings indicate that PjBL implementation encouraged active student participation; however, such engagement did not always result in deep learning processes. One school demonstrated a false active learning phenomenon, where students appeared physically active yet lacked reflective and metacognitive engagement. In contrast, the second school demonstrated that teacher-facilitated dialogue, reflection, and idea exploration supported deeper cognitive engagement among students. The findings suggest that Design Thinking possesses strong potential to strengthen PjBL implementation through empathy-building, problem exploration, reflective learning, and iterative solution development, thereby supporting deep learning and critical thinking development in elementary education.]]>
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