<![CDATA[Objective: This study aims to evaluate the effect of implementing a Deep Learning pedagogical approach on enhancing elementary students' critical thinking skills. Method: This study employed a quasi-experimental design (non-equivalent control group design) involving an experimental group and a control group, bothconfirmed to have equivalent baseline capabilities. Data were collected using a critical thinking test instrument and analyzed using non-parametric statistical methods due to the non-normal distribution of the data. Results: The results revealed a significant difference in critical thinking skills between the two groups, with the experimental group demonstrating substantially greater improvement than the control group, which received inquiry-based instruction following theschool's standard practice. Novelty: This study contributes to the still-limited empirical literature on Indonesia's newly introduced Deep Learning policy by testing, at the classroom level, the integrated operation of its three pedagogical pillars (mindful, meaningful, and joyful learning) within an elementary IPAS unit on the local creative economy — offering classroom-based evidence to complement the largely conceptual studies published on this framework to date.]]>
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