This study aims to (1) analyze the differences in Social Science learning outcomes before and after the implementation of differentiated learning, and (2) evaluate the effect of higher-order thinking skills (HOTS) on students' academic achievement. The research employed a quasi-experimental design with a pretest-posttest control group model, utilizing students from three junior high schools as the sample. The research instruments included HOTS-based learning achievement tests and observation sheets on the implementation of differentiated instruction. Data analysis was conducted using paired t-tests to measure mean score differences and analysis of covariance (ANCOVA) to examine the effect of HOTS on learning outcomes after treatment. The results indicate that the implementation of differentiated instruction significantly improved social studies learning outcomes compared to the conventional method (p < 0.05), with greater improvements in the group of students with high HOTS levels. The interaction between differentiated instruction and HOTS contributed positively to engagement, motivation, and academic achievement. These findings reinforce the evidence that adapting learning materials, processes, and products to individual student profiles can optimize 21st-century competencies. In conclusion, differentiated learning integrated with HOTS development is efficacious in improving social studies learning outcomes at the junior high school level. The contribution of this study lies in enriching adaptive learning models that consider the diversity of students' cognitive abilities as a strategy for improving education quality. This study recommends the implementation of differentiated learning in social studies, with the support of curriculum and teacher training that emphasizes student profile analysis and HOTS-based learning strategies.
Hasan et al. (Tue,) studied this question.