<![CDATA[The significant differences in learning abilities among students, coupled with the complex emotional characteristics of adolescents, pose a challenge for teachers in facilitating learning. Ideally, when learning in school, teachers can accommodate these problems with differentiated learning. However, in practice, teachers are still unable to implement differentiated learning according to student needs due to various constraints, including time constraints, methods, and teacher readiness. Therefore, a strategy is needed to help bridge the large ability gap between students so that each individual can develop more optimally. The purpose of this study is to explore how schools improve learning through social skills, one of which is through a mixed-level strategy with peer assistance. This research is a case study conducted at LHI Integrated Islamic Junior High School, with data collection through interviews and observations. Interviews were conducted with teachers, teacher assistants, full-day students, boarding students, and language ambassadors. Data analysis was conducted using the Miles and Huberman field data analysis model. Data validity was ensured through triangulation of techniques and sources. Based on the research results, the mixed-level strategy through peer assistants has positive implications for improving both academic and non-academic potential. Furthermore, this strategy serves as a social intervention to reduce adolescent individualism, increase self-esteem and self-confidence, and create a socially comfortable learning environment.]]>
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