<![CDATA[Critical thinking is an essential competency in elementary education, yet its development requires contextual learning experiences and appropriate instructional resources. This study aimed to analyze teachers’ and students’ needs for a SSI-based e-module for Natural and Social Sciences (IPAS), focusing on food chains and food webs. A quantitative descriptive design was employed involving 10 fifth-grade teachers and 108 fifth-grade students from 10 elementary schools in Giritontro, Wonogiri, Central Java, Indonesia. Data were collected through needs-analysis questionnaires and classroom observations involving four teachers. The data were analyzed using descriptive percentage calculations. The findings revealed that 66.67% of teachers reported difficulties in facilitating critical thinking, while 60.00% indicated challenges concerning the adequacy of existing teaching materials. All participating teachers (100%) expressed a need for an SSI-based e-module. Among students, 53.40% of aggregate responses indicated learning difficulties, 71.60% reflected the availability of learning resources, 80.56% indicated preferences for more engaging and contextual materials, and 85.49% expressed a need for an IPAS e-module. Classroom observations also identified limitations in digital technology integration and critical-thinking-oriented learning activities. These findings provide an empirical basis for designing an SSI-based e-module that integrates contextual socio-scientific issues and interactive digital activities into elementary IPAS learning. Further development and effectiveness testing are required to establish its educational value.]]>
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