<![CDATA[Although critical thinking and learning outcomes have received considerable attention, research on the Gallery Walk method as a means of facilitating social-constructivist interaction in civic and cultural education remains limited. This study evaluated the method’s potential to improve learning outcomes and critical thinking in lessons on preserving national culture and maintaining national integrity. A two-cycle classroom action research design involved 23 eighth-grade students. Data were collected using learning activity observation sheets, diagnostic assessments, and cycle-based achievement tests and analyzed through descriptive quantitative comparisons. Before the intervention, one student (4%) achieved learning mastery, and the class mean score was 52. In Cycle I, mastery increased to 22 students (95.7%), with a mean score of 80. Cycle II, which incorporated higher-order thinking skills (HOTS) test items, recorded mastery among 18 students (78.3%), with a mean score of 64. Although scores were lower in Cycle II, both cycles met the target of at least 75% class mastery and showed higher attainment than the pre-action assessment. These findings support Gallery Walk as a promising strategy for improving learning mastery within the studied classroom, while differences in assessment demands warrant caution when comparing cycle scores. The study provides contextual insights into applying Vygotsky’s social constructivist perspective to collaborative civic and cultural learning and offers practical guidance for designing interactive, HOTS-oriented instruction through structured social interaction and collaborative reflection. Further research could examine the long-term retention of critical thinking skills across broader social science topics.]]>
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