<![CDATA[Abstract: This study aims to improve the critical thinking skills of fourth-grade elementary school students regarding social and cultural diversity through the application of the Value Clarification Technique (VCT. This research is based on the limited integration of value clarification and critical thinking in Pancasila Education in Elementary Schools, as well as the low critical thinking skills of students, which are still in the low category and have not developed optimally. The methodology used was Classroom Action Research (CAR), based on the model by Kemmis and McTaggart. This study was conducted over two cycles, each consisting of two sessions, and included the planning, implementation, observation, and reflection phases. A total of 29 participants in this study were fourth-grade students. Data were collected through observation, interviews, tests, and document analysis. The instruments used included observation sheets for teacher and student activities, as well as essay-based assessment questions based on the five indicators of critical thinking according to Ennis. The research findings indicate that the application of the Value Clarification Technique model was able to improve students' critical thinking skills across all measured indicators. The success of the intervention was demonstrated by an increase in the learning achievement rate from 31.03% in Cycle I to 77.59% in Cycle II, with the final class average score reaching 75.37. This achievement exceeded the established benchmark of 75% by scoring 70. Thus, it can be concluded that the implementation of the Value Clarification Technique (VCT) model is effective in improving the critical thinking skills of fourth-grade students in elementary school.Abstrak: Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis peserta didik kelas IV Sekolah Dasar mengenai keberagaman sosial dan budaya melalui penerapan Value Clarification Technique (VCT). Penelitian ini didasari oleh terbatasnya integrasi klarifikasi nilai dan berpikir kritis pada Pendidikan Pancasila SD, serta rendahnya keterampilan berpikir kritis peserta didik masih berada pada kategori rendah dan belum berkembang secara optimal. Metodologi yang digunakan adalah Penelitian Tindakan Kelas (PTK), berdasarkan model Kemmis dan McTaggart. Penelitian ini dilakukan pada dua siklus, masing-masing terdiri dari dua pertemuan, dan mencakup fase perencanaan, pelaksanaan, observasi, dan refleksi. Sebanyak 29 partisipan pada penelitian ini adalah peserta didik kelas IV. Data dikumpulkan melalui observasi, wawancara, tes, dan analisis dokumen. Instrumen yang digunakan meliputi lembar observasi untuk aktivitas guru dan peserta didik, serta pertanyaan penilaian berbasis esai berdasarkan lima indikator berpikir kritis menurut Ennis. Temuan penelitian menunjukkan bahwa penerapan model Value Clarification Technique mampu meningkatkan keterampilan berpikir kritis peserta didik pada seluruh indikator yang diukur. Keberhasilan tindakan ditunjukkan oleh presentase ketuntasan belajar mengalami peningkatan dari 31,03% pada Siklus I menjadi 77,59% pada Siklus II, dengan nilai rata-rata kelas akhir mencapai 75,37. Capaian ini berhasil melampaui indikator keberhasilan klasikal yang ditetapkan 75% dengan memperoleh nilai ≥70. Dengan demikian, dapat disimpulkan bahwa penerapan model Value Clarivication Technique (VCT) efektif dalam meningkatkan keterampilan berpikir kritis peserta didik kelas IV di Sekolah Dasar. ]]>
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