<![CDATA[This study examined how animation-assisted Problem-Based Learning (PBL) improved middle school students' critical thinking in Social Studies. A collaborative classroom action research design involved 30 Grade VII students and comprised a pre-cycle baseline followed by two action cycles, each conducted in two meetings through planning, action, observation, and reflection. Five indicators were assessed: observation and fact identification, questioning and problem identification, literacy and data searching, inference and logical argumentation, and communication and evaluation of thinking outcomes. Data were collected through tests, observation, student worksheets, interviews, field notes, and documentation, and were analyzed quantitatively and qualitatively with source, technique, and time triangulation. The mean score increased from 66.67 at baseline to 82.00 in Cycle I and 95.33 in Cycle II, while learning mastery rose from 46.67% to 93.33% and 100%. The largest indicator gains occurred in literacy/data searching and communication/evaluation. The findings indicate that animated videos were most effective when used as problem stimuli within structured inquiry, evidence comparison, peer response, and reflection. Thus, animation-assisted PBL can strengthen critical thinking progressively when visual scaffolding is integrated with explicit evidence-based discussion and evaluation.]]>
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