<![CDATA[Research on strengthening critical thinking through contextual learning has rarely examined the dimensions of interpretation and evaluation as distinct constructs, particularly by using school environment observation as the primary learning strategy in elementary education. This study aimed to analyze the process of strengthening these two dimensions in ecosystem-themed IPAS learning. A qualitative approach with a single-case study design was employed. Data were collected through classroom observations, a modified analytic performance assessment rubric adapted from established critical thinking frameworks to assess the interpretation and evaluation dimensions, semi-structured interviews, and documentation. The rubric operationalized each dimension into observable behavioral indicators and was reviewed by experts prior to implementation. Improvements were identified through changes in students' performance across repeated observation activities, triangulated with interview data, classroom field notes, and students' written reports. Data were analyzed using Miles and Huberman's interactive model, including data reduction, data display, and conclusion drawing/verification.The findings indicate that, in the initial phase, students tended to record only general characteristics and experienced difficulty relating observational data. Following repeated school environment observations supported by probing questions, students demonstrated substantial progress in the interpretation dimension by classifying findings based on meaningful patterns, relating soil conditions to plant health, and explaining causal relationships among observed phenomena. Improvement in the evaluation dimension was evident during group and whole-class discussions, where students progressed from expressing unsupported opinions to comparing findings across groups, assessing the credibility and adequacy of evidence, revising their arguments based on agreed criteria, and providing evidence-based justifications for their conclusions. The findings suggest that the synergy of authentic learning experiences, teacher scaffolding, and collaborative social interaction plays a central role in strengthening students' interpretation and evaluation skills within elementary IPAS learning.]]>
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