<![CDATA[This study aimed to analyze the effectiveness of differentiated learning in improving the critical thinking skills of elementary school students. The study employed a quantitative approach with a Pre-Experimental design using a One-Group Pretest-Posttest Design. The subjects consisted of 20 sixth-grade students at SD 035 Tanjung Jabung Barat who studied Science and Social Studies (IPAS) on the topic of the Solar System. Data were collected using a critical thinking skills test developed based on Facione’s indicators and analyzed using descriptive statistics, the Shapiro-Wilk normality test, N-Gain score, and paired-samples t-test. The results showed that students’ mean critical thinking score increased from 64.35 on the pretest to 84.17 on the posttest. The mean N-Gain score was 0.56, categorized as moderate. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference in students’ critical thinking skills before and after the implementation of differentiated learning. These findings demonstrate that differentiated learning is an effective instructional strategy for supporting the development of critical thinking skills among elementary school students. By accommodating students’ diverse learning needs, differentiated learning can provide more appropriate and meaningful learning experiences.]]>
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