<![CDATA[Abstract: Differentiated learning is an approach that accommodates students' learning needs by considering the differences in their individual characteristics. This study aims to determine the effect of differentiated learning on student learning outcomes in the subject of science in grade V of Muhammadiyah Sijabut Elementary School. The research method used is quantitative with an experimental design of Nonequivalent Control Group Design (pretest–posttest). The research subjects consisted of 30 students, who were divided into 15 students in the experimental class and 15 students in the control class. Data collection techniques used tests in the form of pretests and posttests, while data analysis was carried out through instrument testing, prerequisite testing, and hypothesis testing using the Independent Sample T-Test. The results showed that there was no significant difference in the pretest scores between the experimental and control classes with a significance value of 0.091. However, the posttest results showed a significant difference with a significance value of 0.007 (p<0.05). This proves that differentiated learning has a positive influence on improving student learning outcomes in science. Keyword: differentiated learning; learning outcomes; social studies learning. Abstrak: Pembelajaran berdiferensiasi merupakan pendekatan yang mengakomodasi kebutuhan belajar siswa dengan memperhatikan perbedaan karakteristik masing-masing. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berdiferensiasi terhadap hasil belajar siswa pada mata pelajaran IPAS kelas V SD Muhammadiyah Sijabut. Metode penelitian yang digunakan adalah kuantitatif dengan desain eksperimen Nonequivalent Control Group Design (pretest–posttest). Subjek penelitian terdiri atas 30 siswa, yang dibagi menjadi 15 siswa kelas eksperimen dan 15 siswa kelas kontrol. Teknik pengumpulan data menggunakan tes berupa pretest dan posttest, sementara analisis data dilakukan melalui uji instrumen, uji prasyarat, dan uji hipotesis menggunakan Independent Sample T-Test. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan signifikan pada nilai pretest antara kelas eksperimen dan kontrol dengan nilai signifikansi 0.091. Namun, hasil posttest menunjukkan adanya perbedaan signifikan dengan nilai signifikansi 0.007 (p<0.05). Hal ini membuktikan bahwa pembelajaran berdiferensiasi memberikan pengaruh positif terhadap peningkatan hasil belajar siswa pada mata pelajaran IPAS. Kata kunci: pembelajaran berdiferensiasi; hasil belajar; pembelajaran IPS.]]>
