<![CDATA[This study aims to determine the use of the Treasure method with a differentiated learning approach to improve student activity in the social studies learning process in elementary schools, this differentiated learning approach can help teachers consider the abilities, preferences, and needs according to each student's learning style, so that students can participate more actively, especially in social studies learning, students are also expected to be able to practice their social skills such as working together, communicating, and sharing ideas. The research method used is Classroom Action Research (CAR) which consists of three stages, namely (1) planning; (2) action and observation (action & observation); and (3) reflection (reflecting). Participants in this study were 32 students of class IV B at SDN Situgede, Sukabumi City. The description of the research results was obtained from research data in the form of learning style questionnaire instruments, teacher observation sheets, student activity observation sheets. The results of the study showed that the implementation of the Treasure Hunt method in differentiated learning has proven to be successful in increasing the activity of fourth grade students, which is reflected in the increase in activity in the visual, auditory, and kinesthetic categories. Student activity in the visual and auditory categories increased from the "Quite Active" category to "Active" in cycle II, indicating that this method is very effective in increasing student participation with visual and auditory learning styles. In the kinesthetic category, although the increase was slightly slower, students also showed significant improvement, reaching the "Active" category in cycle II. Overall, these results indicate that the Treasure Hunt method is successful in meeting the needs of various student learning styles and increasing their activity in social studies learning.]]>
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