<![CDATA[This study was motivated by the fact that elementary school students still demonstrate low critical thinking skills in science learning, mainly because classroom activities remain teacher-centered and dominated by conventional textbooks. As a result, students tend to memorize facts rather than analyze and solve problems, which reduces their motivation and learning outcomes. The purpose of this research was to develop a digital flipbook learning media on the topic of food chains to enhance students’ critical thinking skills in fifth grade at MI Al-Washliyah Perbutulan. The research applied the ADDIE development model consisting of five systematic phases: Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, it was found that students’ learning interest in science was relatively low, and teachers had limited media choices. During the design stage, the flipbook was created using Canva by integrating text, images, icons, and multimedia elements. The developed product was then validated by experts with results of 98% from media experts, 88% from language experts, and 100% from material experts, all categorized as very valid. The implementation stage was carried out in a limited trial with 20 fifth-grade students. Practicality testing showed 81% (very practical). Furthermore, the effectiveness test using pretest and posttest data revealed an average N-gain score of 0.78 (high category), while the Paired Sample t-Test confirmed a significant difference between pretest and posttest scores (sig. 0.00 < 0.05). These findings indicate that the flipbook is highly valid, practical, and effective for improving students’ critical thinking in science learning. Moreover, students gave positive responses, reporting greater enthusiasm, active participation, and better comprehension of abstract concepts such as food chains. ]]>
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