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The research aims to examine the effects of the application of contextual teaching and learning (CTL) approach to increase critical thinking skills and student learning outcomes in primary school. This research used Quasi-Experimental Research using nonequivalent group design. The data were obtained from several instruments, i.e. a test of social studies learning outcomes in form of multiple choice as many as 20 questions and critical thinking study question in a form of essay as many as 6 questions. The data was analyzed by using t-test. The results showed: (1) learning result of social studies using CTL learning approach is higher than that of social studies using conventional learning approach with average score of CTL approach 82.00, and the average conventional approach 72.50 (2) the result of social studies with high critical thinking score is 80.00 and low critical thinking score is 70.67. Based on the data analysis it can be concluded that the CTL approach can increase critical

Influence of CTL Approach To Improve Critical Thinking Skills and Social Study Learning Outcomes In Primary Schools