<![CDATA[The demands of 21st century education require prospective teachers to have high-level thinking skills, particularly critical thinking skills, which are underpinned by strong self-efficacy to address increasingly complex educational challenges. This reserach aims to analyze the self efficacy and critical thinking skills of prospective elementary school teachers in social science learning. This study uses a quantitative approach with an exploratory survey design involving 29 students of the Elementary School Teacher Education Program at Iskandar Muda University, Banda Aceh, Indonesia. Information was compilet through a self-efficacy questionnaire developed based on the Bandura dimensions, namely quantity, strength, and generality, as well as a critical thinking skills test based on the Ennis indicator. Data analysis was carried out using descriptive statistics including mean values, percentages, and standard deviations. The results showed that the students' self-efficacy reached an average percentage of 83.08%, which was categorized as very high. Meanwhile, critical thinking skills showed improvement, with the average pretest score increasing from 60.80 to 78.85 on the posttest. These findings suggest that strong self-efficacy makes a positive contribution to the development of critical thinking skills, highlighting the importance of integrating cognitive and psychological aspects in preparing competent primary school teacher candidates.]]>
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