<![CDATA[This study is motivated by the low level of students’ critical thinking skills, which is caused by teacher-centered instruction and less meaningful learning processes. The purpose of this study is to determine the effect and effectiveness of the Deep Learning approach through the Inquiry-Based Learning (IBL) model on the critical thinking skills of fourth-grade elementary school students. This study employed a quantitative method with a quasi-experimental design using pre-test and post-test in both experimental and control groups. The results showed a significant improvement in the experimental group, with the average score increasing from 63.71 to 78.81, while the control group also showed improvement but not as substantial as that of the experimental group. Data analysis indicated that the data were normally distributed and homogeneous. The implementation of the Deep Learning approach based on IBL encouraged active student engagement, deeper understanding, and improved analytical skills. Therefore, this approach is proven to be effective in enhancing elementary school students’ critical thinking skills.]]>
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