<![CDATA[Social studies (IPS) instruction in Indonesian elementary schools often relies on textbook-based and teacher-centered approaches, limiting opportunities for students to connect economic concepts with lived social realities. This study explored how critical pedagogy integrated with the local context of the Brem Madiun industry could support elementary students’ socio-financial literacy. Using an Educational Design Research (EDR) framework involving analysis and exploration, design and development, and implementation and reflection, the study was conducted in one elementary school in Madiun Regency with one fourth-grade teacher and 28 purposively selected students. Data were collected through participatory observation, semi-structured interviews, documentation, and field notes, and analyzed qualitatively through data reduction, data display, and conclusion drawing. Findings showed high student engagement in group discussion (89.3%), observed understanding of the relationship between economic activity and social life across indicators (78.6%–85.7%), and appreciation for local products (89.3%). The initial EDR cycle produced a learning design responsive to classroom conditions and teacher input. These findings suggest that dialogic, context-based instruction using a familiar local industry can support more reflective engagement with economic and social realities. The study offers a preliminary design framework for integrating critical pedagogy and socio-financial literacy in elementary social studies.]]>
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