<![CDATA[Critical thinking is an essential competency that should be fostered through meaningful and sustainable learning. However, elementary students’ critical thinking skills remain limited because classroom instruction is predominantly teacher-centered. This study aimed to examine the effect of an Education for Sustainable Development (ESD)-based collaborative learning model on fourth-grade students’ critical thinking skills in Integrated Science and Social Studies (IPAS). A quasi-experimental study employing a posttest-only control group design was conducted with 50 students from SDN Tenggilis Mejoyo 1 Surabaya, consisting of 26 students in the experimental class and 24 students in the control class. Data were collected using a 20-item multiple-choice critical thinking test and analyzed through descriptive statistics, normality, homogeneity, and independent samples t-tests. The findings revealed that students who participated in ESD-based collaborative learning achieved significantly higher critical thinking scores than those receiving conventional instruction (p < .05). These findings demonstrate that integrating collaborative learning with ESD principles effectively strengthens students’ critical thinking skills and supports the development of sustainable learning competencies in elementary education.]]>
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