<![CDATA[ABSTRACT Critical thinking skills need to be developed from elementary education; however, science learning in schools still tends to emphasize conceptual mastery and has not fully facilitated higher-order thinking skills. This study aimed to develop Problem-Based Learning (PBL)-based teaching materials that are valid, practical, and effective in supporting the critical thinking skills of fourth-grade students on the topic of plant parts and their functions. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through expert validation, teacher and student response questionnaires, and pretests and posttests, and were analyzed descriptively and using N-Gain. The results showed that the teaching materials received a very valid rating from the material expert with a mean score of 4.2, the visual design expert with a mean score of 4.6, and the language expert with a mean score of 4.2. The teacher response indicated a very good category, while the small-group trial (n=10) and large-group trial (n=25) obtained N-Gain scores of 0.65 and 0.59, respectively, both categorized as moderate. Thus, the developed PBL-based teaching materials were considered valid, practical, and sufficiently effective in supporting the improvement of students' critical thinking skills in science learning. ABSTRAK Kemampuan berpikir kritis perlu dikembangkan sejak pendidikan dasar, tetapi pembelajaran IPA di sekolah masih cenderung berorientasi pada penguasaan konsep dan belum sepenuhnya memfasilitasi keterampilan berpikir tingkat tinggi. Penelitian ini bertujuan mengembangkan bahan ajar berbasis Problem Based Learning (PBL) yang valid, praktis, dan efektif untuk mendukung kemampuan berpikir kritis siswa kelas IV pada materi bentuk dan fungsi tumbuhan. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi Analysis, Design, Development, Implementation, dan Evaluation. Data diperoleh melalui validasi ahli, angket respons guru dan siswa, serta pretest dan posttest, kemudian dianalisis secara deskriptif dan menggunakan N-Gain. Hasil penelitian menunjukkan bahwa bahan ajar memperoleh penilaian sangat valid dari ahli materi dengan skor rata-rata 4,2, ahli desain tampilan sebesar 4,6, dan ahli bahasa sebesar 4,2. Respons guru menunjukkan kategori sangat baik, sedangkan hasil uji coba kelompok kecil (n=10) dan kelompok besar (n=25) masing-masing memperoleh N-Gain sebesar 0,65 dan 0,59, yang keduanya berada pada kategori sedang. Dengan demikian, bahan ajar berbasis PBL yang dikembangkan dinyatakan valid, praktis, dan cukup efektif untuk mendukung peningkatan kemampuan berpikir kritis siswa dalam pembelajaran IPA.]]>
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