<![CDATA[This study was motivated by the low level of student activeness in fourth grade at MI YPPI 1945 Babat, which is still dominated by certain students, while others tend to be passive in the learning process. This study aims to determine the effect of the application of process differentiation through a variety of learning methods on student activity. The study used a quantitative approach with a quasi-experimental type and a Nonequivalent Control Group Design. The research sample consisted of 60 grade IV students divided into an experimental group (IV B) and a control group (IV A) with a saturated sampling technique. The research instrument was a student activity observation sheet that included five indicators, namely discussion participation, courage to ask questions, ability to express opinions, group work involvement, and responses to teacher questions. Data analysis used the N-Gain test and paired sample t-test. The results showed that the average N-Gain of the experimental group was 0.73 (high category) and the control group was 0.38 (medium category). The hypothesis test showed a significance value of 0.000 <0.05, so there was a significant effect on increasing student activity after the application of process differentiation through a variety of learning methods. Thus, process differentiation through variations in learning methods is effective in increasing the activeness of fourth grade students at MI YPPI 1945 Babat and can be used as an alternative student-centered learning strategy]]>
