<![CDATA[Higher-order thinking skills are essential competencies in mathematics learning. This study aimed to describe students' higher-order thinking skills and responses in Artificial Intelligence-assisted Problem-Based Learning based on their initial mathematical ability. This research employed a qualitative approach using a case study design conducted during the 2025/2026 academic year at SMAN 7 Kota Serang. The participants were 32 students of Class X.1, while three students representing high, moderate, and low levels of initial mathematical ability were purposively selected as the research subjects. Data were collected through higher-order thinking skills tests, observations, interviews, and documentation and analyzed using NVivo. The findings showed that students' higher-order thinking skills differed according to their initial mathematical ability. Students with high initial mathematical ability demonstrated better abilities in analyzing, evaluating, and creating than those with moderate and low initial mathematical ability. In addition, students showed positive cognitive, affective, and behavioral responses throughout the learning process. It can be concluded that Artificial Intelligence-assisted Problem-Based Learning facilitates the development of higher-order thinking skills according to students' initial mathematical ability while fostering positive student responses during mathematics learning.]]>
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