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This study aims to describe students' critical thinking skills in solving social arithmetic problems based on the Polya stages and FRISCO indicators. The research subjects consisted of three students in grade VIII R-5 MTs Nurul Jadid who were purposively selected to represent the high, medium, and low ability categories out of a total of 21 students. The research method used was a descriptive qualitative approach with instruments in the form of two social arithmetic description questions and semi-structured interview guidelines. Data analysis was carried out by referring to the four stages of problem solving according to Polya (understanding the problem, planning the solution, executing the plan, and re-examination) as well as the six FRISCO critical thinking indicators (Focus, Reason, Inference, Situation, Clarity, Overview). The results of the study showed that students with high abilities were able to solve problems systematically through all stages of Polya and met almost all FRISCO indicators, especially in the aspects of Focus, Reason, and Clarity. Students with moderate ability show sufficient understanding but are inconsistent in planning and implementing solutions, and experience difficulties in the Reason, Situation, and Overview indicators. Students with low abilities experience obstacles from the early stages of understanding problems and do not show significant indicators of critical thinking. These findings indicate that the Polya stage and the FRISCO indicator can be used in a complementary manner to identify and analyze students' critical thinking skills in solving contextual math problems. The implication of this study is the need for a learning strategy that emphasizes strengthening the stages of problem solving and developing explicit critical thinking indicators in the mathematics learning process. This research also opens up opportunities for the development of more structured diagnostic instruments in measuring students' individual critical thinking skills.

This study aims to describe the understanding of high school students in solving high, medium, and low category HOTS (Higher Order Thinking Skills) problems and to explore the students' responses in solving problems related to the material of SPLTV (System of Linear Equations with Three Variables). This research is qualitative in nature, using a descriptive method. The subject selection technique used purposive sampling, involving three students from class X IPA/IPS SMAIT Nurul Fajri, with a total of 19 students. The data collection techniques included written tests on mathematical concept understanding using HOTS, interviews, and documentation. Based on the research results, it was found that the students' understanding of mathematical concepts in solving HOTS problems varied. The subject NF-17, with high ability, was able to answer well, including restating the concepts studied in problems 1, 2, and 4, classifying objects based on concepts, applying concepts algorithmically, relating various mathematical concepts internally or externally, providing examples or counterexamples, and presenting concepts in various representations in problems 1, 3, and 4. The subject NF-18, with medium ability, showed more limited results. Although able to restate concepts in problem 4, this subject could only classify objects based on concepts and apply concepts algorithmically in problems 1 and 4. This subject could only provide examples or counterexamples in problem 1. The subject NF-10, with low ability, was only able to restate concepts studied in problem 1 and did not show more in-depth understanding in other problems. These findings indicate variations in students' understanding of mathematical concepts in the SPLTV material.

This study aims to: (1) produce e-LKPD based on problem-based learning oriented to mathematical problem-solving ability and self-confidence of high school students on the material of equations and quadratic functions and (2) describe the feasibility of PBL-based e-LKPD oriented to mathematical problem- solving ability and self-confidence of high school students on the material of equations and quadratic functions seen from the aspects of validity,  practicality, and effectiveness. This type of research is research and development using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research was conducted at SMA Negeri 1 Malinau with the research subject of class X-3 students totaling 35 students. Data collection was carried out using interview techniques, observation, e-LKPD validation sheets, pretest-posttest, and questionnaires. To determine the validity, the e-LKPD assessment sheet of material and media experts was used, practicality used student and teacher response questionnaires, and effectiveness used mathematics problem solving ability test questions and student self-confidence questionnaires. Data analysis consisted of qualitative data analysis and quantitative data analysis. Qualitative data analysis was conducted by analyzing the results of interviews, observations, and comments or suggestions given to make improvements to the e-LKPD products developed. Quantitative data analysis was conducted by converting quantitative data into qualitative data in the form of certain categories, normality test using shapiro-wilk, t-test with paired samples test, and N-Gain score. The results showed: (1) PBL-based e-LKPDs oriented towards mathematical problem solving skills and self-confidence of high school students on the material of quadratic equations and functions have been produced, (2) PBL-based e-LKPDs developed meet product feasibility, namely valid with excellent categories based on material and media experts; practical with very practical categories based on teacher responses and practical based on student responses; effective on math problem solving skills with classical completeness of 77%, the t-test results obtained a significance value of 0.000 <0.05 which means that there is a difference in the average ability to solve mathematical problems before and after learning using e-LKPD, the N-Gain result is 0.65 with moderate criteria, and effective on student self-confidence with an increase in the average score of each indicator before and after learning,  the N-Gain result is 0.49 with moderate criteria, and the t-test results with a significance value of 0.000 < 0.05.

The frequent earthquakes in Indonesia have had complex impacts, not only on physical damage and material losses, but also on the psychological aspects of survivors. One psychological problem that often arises is Post-Traumatic Stress Disorder (PTSD), which can disrupt mental health, quality of life, and an individual's ability to return to normal activities. This condition requires appropriate treatment, one of which is through providing effective coping strategies for survivors. The purpose of this study is to collect and review knowledge related to coping strategies used by earthquake disaster victims who experience PTSD. This study uses a literature review approach by exploring various relevant scientific sources that are in line with the topic. The analysis process was carried out using the content analysis method, namely an in-depth discussion of the data with reference to the stress coping theory proposed by Lazarus and Folkman. The results of the study indicate that each region, both in Indonesia and in various countries, has a different approach to coping strategies to overcome PTSD in earthquake victims. These differences are influenced by culture, social values, community support, and available resources. In general, the identified coping strategies fall into two main categories: problem-focused coping (active coping), which focuses on solving problems, and emotion-focused coping (passive coping), which focuses on managing emotions resulting from trauma. These findings confirm that a combination of these two strategies, tailored to individual characteristics and cultural context, can be an effective approach to the psychological recovery of earthquake survivors.  

This research started from the difference in understanding of mathematical concepts found in students in grades XI-1 of SMA Kanjeng Sepuh Sidayu. The main purpose of this study is to analyze students' understanding of mathematical concepts based on extroverted and introverted personalities, with an ethnomathematical approach on the building of the Kanjeng Sepuh Sidayu Mosque. The research subjects consisted of four students who were selected with two personality categories, namely two students with introverted personalities and two students with extroverted personalities, which were determined through a personality questionnaire. Data collection techniques were carried out using questionnaires to find out personality types, mathematical concept understanding tests, and in-depth interviews to further explore students' understanding. The results showed that there were significant differences in the understanding of mathematical concepts between students with introverted and extroverted personalities. Students with introverted personalities show good ability to meet indicators 1, 3, and 5. This indicator includes the ability to restate a concept, provide examples and non-examples of a concept, and apply concepts or logarithms in problem solving. Students with extroverted personalities, on the other hand, excel in indicators 1, 2, and 4. This indicator includes the ability to restate a concept, classify objects according to the concept, and use and choose certain procedures or operations in solving problems. This study provides insight that the understanding of mathematical concepts is not only influenced by cognitive abilities alone, but also by students' personality factors. Introverted and extroverted personalities affect the way they absorb and apply mathematical concepts. Therefore, it is important for educators to pay attention to these differences in designing teaching approaches that suit the characteristics of the students.

This study aims to develop a contextual learning-based mathematics test instrument focused on Statistics and intended for eighth-grade junior high school (SMP) students. The instrument developed consists of essay questions designed by integrating real-life situations to make them more relevant and meaningful for students. This contextual approach is expected to help students understand statistical concepts more deeply and improve their ability to solve mathematical problems related to everyday life. In the instrument development process, a series of analyses were conducted to test the quality of the test items, including validity, reliability, discriminating power, and difficulty level. The validity of the test items was tested using the correlation between item scores and total scores, with the results showing that all test items had a correlation coefficient greater than the r value of the table, thus being declared valid. Meanwhile, the reliability coefficient obtained was 0.84, indicating that this instrument has a high level of consistency and is suitable for use in measurement. Analysis of the discriminating power showed that each test item had excellent ability to differentiate students with high and low abilities. The analysis of the difficulty level showed balanced variations, namely from easy, medium, to difficult categories. This variation is important to accommodate differences in student ability levels and reflect the diversity in the context of the problems presented. Overall, the results of this study indicate that the developed test instrument is of excellent quality and can be used as an evaluation tool to measure students' mathematical problem-solving abilities. Furthermore, this instrument supports more contextual, interactive, and meaningful statistics learning.

This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

This study investigates the implementation of the discovery learning model to enhance the learning independence of Grade V students in the IPAS subject at MIS Nurul Yaqin. The problem arises from limited learning facilities, which reduce opportunities for activities that stimulate creativity, as well as students’ limited ability to recognize and describe shapes and colors in detail. This Classroom Action Research applied the Kemmis and McTaggart model with Grade V students as the research subjects. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed descriptively in both quantitative and qualitative forms. The results show that Discovery Learning effectively improved students’ independence in learning. Through its exploratory approach, students actively engaged in questioning, observing, experimenting, and drawing conclusions in meaningful activities. Improvements were noted in self-confidence, task discipline, initiative in managing learning, motivation to understand material, and responsibility for outcomes. Active participation at each stage—from problem formulation to reflection—enhanced mastery of the properties of light and their applications, while also fostering critical, creative, and responsible learning behavior. Furthermore, the study found that the implementation of Discovery Learning encouraged collaborative interaction among students, allowing them to share ideas, test hypotheses, and provide peer feedback. This created a more student-centered learning atmosphere, shifting the focus from teacher instruction to student exploration. Quantitative results showed that student independence increased significantly, with success rates rising from 47.80% in Cycle I, when learning was still teacher-centered, to 84.76% in Cycle II, as students became more actively engaged both physically and mentally. These findings highlight the importance of using student-centered approaches such as Discovery Learning to develop independence, critical thinking, and motivation. The model not only supported better academic outcomes but also prepared students with essential lifelong learning skills that can be applied across subjects and in real-life problem solving.

This research explores the effectiveness of heuristic techniques for solving combinatorial optimization problems, with a particular focus on the Traveling Salesman Problem (TSP). Combinatorial optimization is a critical area of study, especially in fields like computer science, engineering, and economics, where finding optimal solutions from a finite set of possibilities is crucial. However, the NP-hard nature of many combinatorial problems, such as the TSP, makes traditional exact methods like Branch-and-Bound and Dynamic Programming computationally expensive and inefficient for larger problem sizes. The primary objective of this research is to evaluate the performance of heuristic methods, including Simulated Annealing (SA), Genetic Algorithms (GA), and Iterative Computation techniques, such as Tabu Search (TS) and Particle Swarm Optimization (PSO). These methods are tested for their ability to provide approximate solutions efficiently. The findings reveal that while ACO provided the best solution quality, it had the longest runtime. TS was the fastest, though with slightly lower solution quality. SA and GA demonstrated a balance between solution quality and computational efficiency, but their performance heavily depended on parameter tuning. The hybridization of SA and GA showed potential for improving solution quality but introduced additional complexity. The research concludes that heuristic methods, especially when combined, offer viable solutions for large-scale combinatorial optimization problems, though the trade-off between solution quality and computational time must be considered when selecting an algorithm.

This study aims to analyze the implementation of the Think Pair Share (TPS) learning model in improving problem solving skills in fractional materials for grade V students at SD Negeri 3 Mantingan. The background of this research is the low ability of students to solve fractional problems, mainly due to procedural misconceptions and lack of opportunities to discuss and construct understanding collaboratively. The method used is the Kemmis and McTaggart model Class Action Research (PTK), which consists of four stages: planning, action, observation, and reflection. The research was conducted in one cycle, involving 28 students as subjects. Data collection was carried out through evaluation tests (pre-cycle and cycle I) as well as observation of student learning activities. The results of the study showed a significant increase in problem solving ability. The average score of students increased from 36.43 in the pre-cycle to 93.21 in the first cycle, with a t-test of 25.18 and a p< value of 0.001, indicating a high significance. Learning completeness increased from 0% to 100%. The TPS model has been proven to be able to overcome misconceptions, especially through the peer scaffolding process in the "pair" stage, which helps students in identifying variables and choosing the right calculation operations. In addition, there was an increase in students' collaborative skills in terms of expressing opinions and asking questions, with an achievement range between 68% to 75%. The main obstacles faced in the implementation of polling stations are the management of discussion time and class noise. However, this was successfully overcome through the use of timers and Student Worksheets (LKPD) equipped with scaffolding questions. It can be concluded that the TPS model is an innovative and effective approach in improving mathematical problem solving skills contextually, in line with the principles of the Independent Curriculum.

In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

This study explores the key determinants of field engineer efficiency in the field service industry by analyzing the impact of self-efficacy, resource management, and time management on operational performance. Employing a quantitative research approach, data were collected using saturated sampling from 102 field engineers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The measurement model showed robust psychometric properties, satisfying the thresholds for convergent validity, discriminant validity, and internal consistency reliability. The structural model results indicate that all three independent variables significantly influence field engineer efficiency. Self-efficacy was found to have the strongest effect (β = 0.421, p < 0.001), followed by resource management (β = 0.347, p < 0.001) and time management (β = 0.289, p < 0.001). The model accounts for 68.7% of the variance in field engineer efficiency, reflecting strong explanatory power and predictive accuracy. Among these variables, self-efficacy emerged as the most dominant factor, suggesting that field engineers' belief in their ability to perform tasks is a critical driver of operational success. High self-efficacy enhances motivation, resilience, and effective problem-solving under pressure, making it essential in dynamic and unpredictable field environments. Resource and time management also play crucial roles in supporting engineers' ability to complete tasks efficiently by ensuring optimal allocation of tools, equipment, and time. The findings provide practical implications for field service organizations aiming to improve workforce performance. Investing in training programs that strengthen self-efficacy, combined with systematic improvements in resource and time management practices, can significantly enhance operational outcomes. By prioritizing these factors, organizations can boost engineer efficiency, reduce operational costs, and improve service delivery, ultimately gaining a stronger competitive advantage in the industry.

This study aims to compare the effectiveness of the Deep Learning and Differentiated Instruction models in improving junior high school students’ mathematical problem-solving and reasoning abilities. The background of this research stems from the low level of mathematical literacy among Indonesian students, which demands innovative and reflective learning approaches. A quasi-experimental method was used with a Nonequivalent Control Group Design. The sample consisted of two eighth-grade classes at SMP Negeri Satu Atap 01 Ciseeng, each receiving different instructional treatments: one class was taught using the Deep Learning approach, and the other using the Differentiated Instruction approach. The instruments employed included mathematical problem-solving tests, observation sheets, and student perception questionnaires. The data analysis results indicated that the class taught with the Deep Learning model experienced a more significant improvement in mathematical reasoning ability compared to the class using Differentiated Instruction. These findings suggest that Deep Learning-based instruction is more effective in promoting students’ higher-order thinking skills. It encourages deeper engagement with mathematical concepts, fosters critical and analytical thinking, and allows students to construct knowledge through meaningful learning experiences. However, Differentiated Instruction remains relevant in providing learning comfort and addressing diverse student needs, making it beneficial in inclusive classroom settings. The theoretical and practical implications of this research highlight the importance of integrating both depth of thinking (Deep Learning) and flexibility in learning (Differentiation) within mathematics instruction. Such integration could offer a balanced learning environment that supports both cognitive development and emotional engagement, leading to more effective and equitable mathematics education. In conclusion, this study recommends educators and curriculum developers to consider incorporating Deep Learning strategies to enhance students’ mathematical reasoning while maintaining the adaptive and student-centered principles of Differentiated Instruction. Future research could explore hybrid learning models that combine the strengths of both approaches to maximize student outcomes in mathematics learning.

This study aims to improve the critical thinking skills of fourth-grade elementary school students in understanding the concept of fractions through the application of the Problem Based Learning (PBL) model. The background of this study focuses on students' still low abilities in: (1) analyzing mathematical problems; (2) planning solution strategies; (3) drawing logical conclusions when working on fraction problems. This study uses the Classroom Action Research (CAR) design model Kemmis & McTaggart which was implemented at SD Negeri 2 Tahunan during the even semester of the 2024/2025 academic year. The research subjects consisted of 23 fourth-grade students who were selected purposively based on the results of the initial diagnosis. Data collection techniques were carried out by triangulation through: (1) formative evaluation tests; (2) participatory observation sheets; (3) learning video documentation; and (4) field notes. Data were analyzed quantitatively and qualitatively with a comparative descriptive approach. The results showed that the application of the PBL model was proven to be effective in improving: (1) students' critical thinking skills on average from 39.13 (low category) to 92.61 (very good category); (2) classical completeness from 8.7% to 91.3%; and (3) learning activities became more meaningful. Statistical analysis of paired sample t-test showed a significant difference (t=19.09; p<0.05) between before and after treatment. Other important findings include: (1) an increase in students' questioning skills by 78%; (2) an increase in the ability to provide arguments by 82%; (3) an increase in problem-solving skills by 85%. In addition, there was an increase in the following aspects: (1) group cooperation; (2) self-confidence; and (3) active involvement in class discussions.

This research focuses on exploring the mathematical reasoning abilities of Madrasah Aliyah students in solving problems that integrate mathematical concepts with the Islamic science of faraidh (inheritance law), specifically within the topic of fractions. The study employs a qualitative approach with a case study design and was conducted among 11th-grade students enrolled in the Religious Program at MA Raudlatul Ulum Putri. Data collection techniques included written tests, semi-structured interviews, and classroom observations, focusing on three selected students who represented high, moderate, and low levels of mathematical ability. The analysis centers on several key indicators of mathematical reasoning: identifying problems, formulating hypotheses, presenting logical arguments, and drawing conclusions. The results show that most students fall into the moderate reasoning category, while a smaller number are categorized as high or low. Students in the high category demonstrate a strong capacity to approach problems systematically and accurately, combining mathematical logic with a proper understanding of Sharia-based inheritance rules. In contrast, students in the low category struggle with interpreting problem contexts and executing fraction calculations correctly, which indicates gaps in both conceptual understanding and application skills. These findings underscore the importance of contextual and integrative learning, particularly the combination of mathematics with Islamic values, to enhance deeper comprehension. By embedding religious relevance into mathematical instruction—especially through real-life contexts such as inheritance laws—educators can support the development of more meaningful reasoning abilities. The study suggests that integrating mathematics and Islamic teachings can significantly benefit student learning outcomes and foster stronger conceptual foundations.

The rapid advancement of information technology demands higher education graduates to possess strong digital competencies, particularly algorithmic literacy. This form of literacy involves understanding data structures, programming logic, and computational thinking in problem-solving. This community service program aimed to strengthen algorithmic literacy among students as a foundational skill for building a professional career in the field of information technology. Conducted at the Information Technology Study Program of Universitas ‘Aisyiyah Yogyakarta, the program included need assessment, instructional material development, interactive training sessions, case-based group work, and evaluation through student presentations. The results showed significant improvement in students’ understanding of algorithms and their ability to design efficient and systematic solutions. By applying a problem-based and collaborative learning approach, students also developed essential 21st-century skills such as communication and teamwork. The case presentation-based evaluation provided comprehensive insights into their critical and logical thinking abilities. This program successfully contributed to preparing students not only as technology users but also as future innovators in the digital era.

In the era of globalization and the Industrial Revolution 4.0 in the 21st century, critical thinking skills become a crucial competence that students must master. However, based on preliminary observations and previous research, it was found that many high school students lacked the ability to think critically in the learning process, especially in Islamic Education subjects. This research aims to find out how the problem solving method affects the critical thinking skills of students in PAI subjects in class XI of Purwakarta State High School 3. This research uses a quantitative approach with the one group pre-test post-test pre-experimental method. The research results showed that the average pre-test and post-test scores increased by 29.4%, the wilxocon hypothesis test also showed a significant influence from the application of problem solving methods in improving students' critical thinking skills. However, the results of the N-Gain calculation show that the effectiveness of the increase is in a low category. This indicates that although the problem solving method has a significant impact, the magnitude of the impact or effectiveness is still not optimal.

This research aimed to know how does puzzle game conduct in developing children cognitive in age 5 to 6 years old at TK Negeri Pembina of Sorong Regency. The result of this research indicated that there was an influence on puzzle game toward cognitive development of before and after using puzzle game. It meant that the use puzzle game can help to stimulate the childrens’ cognitive development, especially on the ability if problem solving for students in age 5 to 6 years old. For this research had function to describe the effectiveness of puzzle game ini increasing childrens’ cognitive development in age 5 to 6 years old. To collect the data, this researcy used observation sheet, interview and documentation. The result of observation sheets and interview, the research applied puzzle game to be able improve cognitive development of students class B in age 5 to 6 years old.

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving elementary school students’ learning outcomes by reviewing 15 national journal articles published between 2018 and 2024. The results show that PBL significantly enhances students’ abilities in cognitive, affective, and psychomotor domains, with improvements ranging from 7.1% to 83.3%. PBL encourages students to think critically, participate more actively in learning, and develop problem-solving skills through real and relevant situations. However, its implementation still faces several challenges, such as limited teacher training, inadequate facilities, and difficulties in shifting from conventional methods to this new approach. Based on the analysis, three main factors determine the success of PBL: appropriate learning design, the teacher’s ability to guide the PBL process, and the availability of supporting learning resources. The most significant positive impacts are seen among fifth-grade students and in schools located in the Java region. In conclusion, PBL is highly effective when supported by proper teacher training and adaptation to field conditions. Therefore, further teacher development programs and additional research on the long-term effects of implementing this model are strongly recommended.

The development of critical thinking skills is essential for preparing future generations to effectively navigate the challenges posed by rapid technological and scientific advancements. This study examines the effectiveness of STEM-based learning (Science, Technology, Engineering, and Mathematics) in enhancing critical thinking skills among elementary school students in Indonesia. Using a quasi-experimental method with a pre-test and post-test control group design, this research involved 120 students from three elementary schools in East Java. The experimental group was taught using an integrated STEM approach, while the control group continued with a traditional curriculum. The primary objective was to assess how STEM-based learning impacts students' critical thinking, particularly in areas such as problem-solving, reasoning, and analysis. The results revealed a significant improvement in the critical thinking abilities of students in the STEM group compared to the control group. Students in the experimental group demonstrated enhanced skills in problem-solving and reasoning, with notable improvements in their ability to analyze and evaluate information. Additionally, the STEM group exhibited higher levels of engagement, curiosity, and motivation in their learning, along with a greater ability to apply interdisciplinary knowledge to real-life contexts. These findings suggest that STEM-based learning can play a crucial role in developing critical thinking and other essential skills required in the 21st century. This research underscores the potential benefits of incorporating STEM education into elementary school curricula to foster critical thinking and prepare students for future challenges. The study recommends that policymakers and educators focus on providing the necessary training, resources, and support to effectively implement STEM-based learning in primary education. By doing so, we can ensure that students develop the skills needed to succeed in a rapidly evolving world.