<![CDATA[This study aimed to analyze elementary school students’ critical thinking skills in solving Integrated Science and Social Studies (IPAS) problems through deep learning. A descriptive quantitative approach was employed, involving 25 fourth-grade elementary school students. Data were collected through critical thinking tests, observations, interviews, and documentation. The test instrument was developed based on critical thinking indicators, including interpretation, analysis, evaluation, inference, and explanation. Data were analyzed using descriptive quantitative analysis by calculating the mean, highest and lowest scores, and the percentage of students’ critical thinking achievement. The results showed that students’ critical thinking skills in solving IPAS problems were at a moderate level, with a mean score of 53.2. Some students were able to understand information and determine answers based on IPAS concepts; however, they still experienced difficulties in providing logical reasoning, analyzing problems, and drawing in-depth conclusions. The interpretation indicator was more dominant than the evaluation and inference indicators. These findings indicate that students’ higher-order thinking skills need to be strengthened through active and meaningful learning. Deep learning can serve as a relevant approach to help students develop comprehensive conceptual understanding while strengthening critical thinking skills in solving IPAS problems.]]>
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