Learning innovation for pre-service Madrasah Ibtidaiyah (MI) teachers is essential to address the challenges of the digital era. The digital technology era requires critical thinking skills to integrate information and knowledge comprehensively. This study aims to examine the effectiveness of mental model-based learning in enhancing the critical thinking abilities of pre-service Islamic Primary School Teacher Education students in the era of disruption. The research employed a quantitative approach with a quasi-experimental non-equivalent control group design. The research subjects consisted of two groups: an experimental group (30 pre-service teachers) and a control group (30 pre-service teachers). The research instrument comprised a critical thinking test based on Facione's indicators. Data analysis used t-test, N-Gain, and effect size. The results demonstrate that mental model-based learning significantly improved students' critical thinking abilities, with an N-Gain of 0.51 (medium-high category) and an effect size of 0.85 (large category). These findings indicate that the mental model approach is effective in developing critical thinking skills through cognitive simulation and technology integration in learning for pre-service MI teachers. This study contributes to the development of innovative learning models to improve the quality of teacher education in the era of disruption.