THE EFFECT OF IMPLEMENTING A DIFFERENTIATED LEARNING APPROACH ON STUDENTS' CRITICAL THINKING SKILLS IN HISTORY LEARNING FOR GRADE XI HUMANITIES AT SMAN 1 CIKEUSAL: Pengaruh Penerapan Pendekatan Pembelajaran Berdiferensiasi Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Sejarah Kelas XI Humaniora Di SMAN 1 Cikeusal

Putri Wahyuningsih (Universitas Sultan Ageng Tirtayasa)
Agus Rustamana (Universitas Sultan Ageng Tirtayasa)
Yuni Maryuni (Universitas Sultan Ageng Tirtayasa)

Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora)
Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)

History learning often remains uniform, ignoring students’ differences in ability and learning style. This study aims to examine the effect of differentiated instruction on students’ critical thinking skills in Grade XI Humanities at SMAN 1 Cikeusal. Conducted from August to September 2025, this quasi-experimental study used a non-equivalent control group design with data collected through observation, tests, and documentation. Class XI-7 used differentiated instruction, while XI-9  used conventional learning. The experimental group’s mean posttest score was 88.85, compared to 76.18 in the control group, with a Sig. value of 0.000 < 0.05, indicating a significant difference. It concludes that differentiated instruction effectively enhances critical thinking skills by adjusting learning processes to individual needs. Students became more active and analytical in understanding historical material.