<![CDATA[This study examines the effect of the Think Pair Share (TPS) learning model integrated with a Deep Learning approach on students' Higher Order Thinking Skills (HOTS) in Geography learning, particularly on the topic of Hydrosphere, at SMAN 1 Payakumbuh. A quantitative quasi-experimental approach with a nonequivalent control group design was employed, involving 60 tenth-grade students divided into an experimental class (TPS-Deep Learning) and a control class (conventional learning). Data were collected through validated and reliable HOTS tests and analyzed using normality, homogeneity, and Independent Sample t-Test procedures in SPSS 25. The results show that students' HOTS improved after the TPS-Deep Learning treatment, with the pretest mean rising from 68.93 to a posttest mean of 90.73. The experimental class posttest mean (90.73) also exceeded the control class (87.43), and the Independent Sample t-Test yielded a significance value of 0.013 (p < 0.05), leading to rejection of H0. These findings indicate that TPS combined with Deep Learning principles gives a statistically significant and practically meaningful contribution to students' higher-order thinking in Geography instruction.]]>
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