<![CDATA[This study examined how effectively the Think-Pair-Share (TPS) cooperative model enhances critical thinking skills among fifth-grade students in Integrated Science and Social Studies (IPAS) at an elementary school in Nusukan Village, Surakarta. Using a quantitative, quasi-experimental design with a Nonequivalent Control Group format, participants were assigned to experimental and control groups via purposive sampling. Critical thinking tests, observation, and documentation—drawn from an instrument already verified for validity and reliability—served as the data sources, which were then processed through normality and homogeneity testing before an Independent Sample t-test. Results showed TPS produced a meaningful effect on students' critical thinking growth, with the hypothesis test yielding Sig. (2-tailed) = 0.000 (<0.05), indicating a clear gap between groups. The experimental group's posttest average (83.70) also exceeded that of the control group (65.93). These findings support TPS as a viable strategy for strengthening fifth-graders' critical thinking in IPAS instruction.]]>
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