<![CDATA[This study investigated the implementation of Problem Based Learning (PBL) supported by contextual student worksheets (LKPD) to develop sixth-grade students’ critical reasoning and collaboration skills in a nutritious food topic. A Classroom Action Research design was employed by referring to the Kemmis and McTaggart model, which comprises planning, action, observation, and reflection. The participants were 27 sixth-grade students of SDN Mojoroto 1. Data were gathered through tests, observation instruments, and documentation, then examined using descriptive analysis and the Wilcoxon Signed-Rank Test. The findings revealed a progressive improvement in students’ critical reasoning and collaboration skills following the implementation of PBL with contextual LKPD. The mean critical reasoning score rose from 63.33 in the pre-cycle stage to 73.33 in Cycle I and 81.85 in Cycle II. Students’ collaboration skills also developed from the initial condition and reached the expected development category by the end of the intervention. The Wilcoxon analysis yielded a significance level below 0.05, indicating a statistically significant change after the learning intervention. These findings suggest that PBL supported by contextual LKPD may be used as an alternative approach for strengthening critical reasoning and collaborative learning habits in elementary science education, particularly when discussing nutritious food.]]>
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