<![CDATA[This study aimed to analyze the effectiveness of implementing the Project-Based Learning (PjBL) model combined with the demonstration method in improving students’ critical thinking skills in Science and Social Studies (IPAS) learning at the elementary school level. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The subjects consisted of 39 students, including 21 students in the experimental group and 18 students in the control group, selected using purposive sampling. Data were collected through tests, observations, interviews, and documentation. Data analysis involved validity, reliability, normality, and homogeneity tests, as well as an independent-samples t-test and N-Gain analysis. The hypothesis testing results showed a Sig. (2-tailed) value of 0.004 (<0.05), indicating a significant difference between the experimental and control groups. The mean N-Gain score in the experimental group was 47.71%, categorized as moderate, while that of the control group was 21.80%, categorized as low. Based on these findings, it can be concluded that implementing the PjBL model combined with the demonstration method is effective in improving students’ critical thinking skills in IPAS learning at the elementary school level.]]>
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