<![CDATA[The integration of Natural and Social Sciences (IPAS) in Indonesia’s Kurikulum Merdeka positions social-studies content as a means of developing higher-order thinking rather than rote memorization. However, IPAS social content is often taught descriptively and separately from natural sciences, resulting in fragmented and shallow understanding of students’ cultural environment. This conceptual article proposes a framework integrating the Deep Learning pedagogical approach with Problem-Based Learning (PBL) to develop elementary students’ critical thinking in the IPAS social element unit “Ini Khas Daerahku” (This Is My Region’s Specialty). Using Jabareen’s (2009) conceptual framework analysis, the article synthesizes theoretical and empirical literature on Deep Learning, PBL, and critical thinking to develop a four-stage instructional framework based on authentic regional problems. The framework guides students from recognizing local wisdom and cultural diversity to exploring preservation efforts and analyzing Palembang’s tangible and intangible cultural heritage. This integration addresses superficial content delivery by utilizing local culture as an authentic context for inquiry and deeper learning. Implications for curriculum design, teacher roles, and critical-thinking assessment are discussed, along with directions for future empirical validation.]]>
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