<![CDATA[This study was motivated by the low level of critical thinking skills among students in mathematics lessons on the area of a square in Class IV C at SD Negeri 34 Pontianak Selatan. The objective of this study is to improve students’ critical thinking skills through the application of a differentiation-based Problem-Based Learning (PBL) model. The study employed the Classroom Action Research (CAR) method, conducted in two cycles comprising the stages of planning, implementation, observation, and reflection. The research subjects consisted of 26 students. Data collection techniques included tests, observations, and documentation. The results showed that the implementation of the differentiation-based PBL model was effective in improving students’ critical thinking skills. The percentage of students demonstrating mastery of critical thinking skills increased from 23% in the pre-cycle to 35% in Cycle I and reached 81% in Cycle II. In addition, student learning activities also increased from 70% in Cycle I to 90% in Cycle II. This improvement occurred because learning was centered on contextual problem-solving and the provision of learning services tailored to students’ needs and abilities. Thus, the implementation of a differentiated Problem-Based Learning model proved effective in improving students’ critical thinking skills in mathematics lessons on the area of a square.]]>
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