<![CDATA[Natural and Social Sciences (IPAS) learning in elementary schools/madrasahs often relies on conventional teacher-centered approaches without integrating local wisdom contexts, leading to low critical thinking skills and academic performance. This study aims to analyze the effectiveness of IPAS learning innovation through the implementation of Ethnobiology- based Student Worksheets (LKPD) on the topic "Plants as Sources of Life on Earth" for Grade IV at MIN 1 Ambon. A mixed-methods approach combining qualitative and quantitative descriptive analyses was conducted. The study involved 59 fourth-grade students from Class IV A (29 students) and Class IV B (30 students). Data were gathered through classroom observations, in-depth interviews, critical thinking test rubrics, and cognitive achievement tests. The results demonstrated that ethnobiology-based worksheets successfully shifted classroom dynamics from teacher-centered to student-centered learning. Students' critical thinking skills showed significant improvement across three main indicators: problem recognition (88.5%), data analysis (84.2%), and conclusion drawing (82.0%). All students (100%) achieved mastery above the minimum passing criteria, categorized as: 30% Very Good (18 students), 49% Good (29 students), 21% Sufficient (12 students), and 0% Poor. This study confirms that integrating local ethnobiological knowledge into IPAS instructional materials is highly effective in fostering critical thinking skills and maximizing student learning outcomes in Madrasah Ibtidaiyah.]]>
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