<![CDATA[How can civic education move beyond transmitting knowledge to cultivating the critical thinking young citizens need for democratic life? This study addresses that question by examining a deep learning-oriented problem-based learning (DL-PBL) model designed to develop critical thinking and support civic learning within primary Civic Education. Using a convergent mixed-methods design, we worked with 112 fourth-grade students from two primary schools in Palembang, South Sumatra, employing a quasi-experimental pre-test–post-test design with intact classes, complemented by classroom observations and students’ reflective journals. Because the total-score distribution was non-normal, between-group differences were analysed using an independent-samples Mann–Whitney U test, which indicated a statistically significant difference in total critical-thinking scores between the two groups, U = 0.000, z = −9.142, p < .001, with a very large standardised effect size, r = .864. The five critical-thinking aspect scores showed high internal consistency (Cronbach’s α = .888), and descriptive results showed consistently higher achievement percentages in the DL-PBL group across all assessed aspects. Qualitative findings revealed meaningful engagement with local civic issues, collaborative inquiry, reflective thinking, and active participation throughout the learning process. Together, these findings suggest that DL-PBL offers a promising instructional framework for connecting critical thinking with civic reasoning, Pancasila values, and community-based learning, providing a practical pathway for strengthening civic education in primary schools.]]>
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