This research aims to evaluate the influence of the Al-Quran integrated differential learning model on elementary school students' critical thinking abilities. The quasi-experimental method was used involving two groups, namely the experimental group who received intervention using this model, and the control group who took part in conventional learning. Data was collected through a description test that measured various indicators of critical thinking abilities before and after the intervention. The results of the analysis show a significant increase in critical thinking skills in the experimental group, with the integration of the Al-Quran providing additional deep spiritual value and relevance in the learning process. The implication is the importance of integrating spiritual values in the educational curriculum to enrich students' learning experiences holistically.
