<![CDATA[Education in the 21st century demands the mastery of critical thinking skills from an early age; however, science learning in elementary schools is often teacher-centered, leaving this potential underdeveloped. This study aims to determine the effect of implementing the Challenge-Based Learning (CBL) model on the critical thinking skills of 4th-grade elementary school students in Science. This quantitative study used a quasi-experimental method with a Pretest-Posttest Control Group design. The research sample consisted of 62 students at SDN Kamal 05 Pagi, divided into an experimental class (n=32) using the CBL model and a control class (n=30) using the Problem Based Learning (PBL) model. Data collection utilized multiple-choice and essay test instruments. The results showed a more significant improvement in critical thinking skills in the experimental class. The posttest average for the experimental class reached 76.75 with an N-Gain of 0.49 (medium category), while the control class was 62.60 with an N-Gain of 0.16 (low category). Hypothesis testing resulted in t-count (3.930) > t-table (2.000) at a significance level of α=0.05, leading to the rejection of H0. The effect size calculation also showed a value of d=0.99 (large category). In conclusion, the pure Challenge-Based Learning (CBL) model based on concrete activities has a positive and significant effect on improving the critical thinking skills of 4th-grade elementary school students.]]>
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