Critical thinking is an essential competency for elementary students because it enables them to interpret information, analyze everyday problems, evaluate reasons, and communicate responsible decisions. In social studies learning, this competency needs to be developed through contextual, dialogic, and visually supported learning experiences. This study investigated the utilization of interactive learning videos to improve the critical thinking skills of Grade V students at SD Negeri 1 Kotafajar. The study employed a qualitative descriptive design supported by quantitative descriptive data. The participants were 30 Grade V students in the 2024/2025 academic year. Data were collected through pretest and posttest tasks, classroom observation, student response questionnaires, teacher interviews, and documentation of learning activities. The interactive videos presented contextual situations related to human needs, daily habits, family life, and social responsibility, followed by guiding questions, short tasks, and class discussion. The findings indicate that interactive learning videos supported a visible improvement in students’ critical thinking. The average score increased from 60 in the pretest to 85 in the posttest. Observations also showed that students became more active in asking questions, giving reasons, connecting video content with daily experiences, and proposing alternative solutions. Student responses and teacher interviews confirmed that video-supported learning made the material more concrete, engaging, and easier to discuss. The study concludes that interactive learning videos can strengthen critical thinking in elementary social studies learning when they are combined with reflective prompts, teacher facilitation, and contextual discussion.
Oktanalisa et al. (Sun,) studied this question.