<![CDATA[This study aims to describe the improvement of students’ critical thinking and collaboration skills through the implementation of the PERMATA learning model in Grade III mathematics learning. PERMATA integrates Problem Based Learning (PBL), Make a Match (MaM), and Teams Games Tournament (TGT) into a structured instructional sequence. The study was motivated by low student engagement, difficulties in analyzing mathematical problems, and limited opportunities for structured collaborative work. Classroom Action Research (CAR) was conducted with 13 third-grade students at SDN Karang Mekar 9 Banjarmasin during the 2025/2026 academic year. Data were collected through structured observation and learning assessments and analyzed descriptively using percentages. The proportion of students classified as highly proficient in critical thinking increased from 31% in the first meeting to 85% in the fourth meeting, while collaboration increased from 38% to 100%. Both final results exceeded the study-specific classical success criterion of 77%, which was derived from the class size and the study’s four-category classification procedure rather than adopted as a universal cut-off. The findings indicate improvement during the implementation of PERMATA in the classroom studied. Because the research used a single-classroom action-research design without a comparison group, the findings are interpreted as contextual evidence of improvement rather than definitive causal evidence or a universal estimate of effectiveness.]]>
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