<![CDATA[Limited student engagement in conventional science instruction can hinder conceptual understanding and learning outcomes, particularly in topics requiring analytical reasoning. This study investigated the effect of learning based on Higher Order Thinking Skills (HOTS) on fourth-grade students’ learning outcomes in the topic of plant structure and function at MIS Al-Arafah. The study employed an experimental design involving a control class (IV A) taught through conventional instruction and an experimental class (IV B) taught through HOTS-based learning, with 20 students in each group. Data were collected using pretests and posttests and analyzed using an independent-samples t-test after satisfying normality and homogeneity assumptions. The control class mean score increased from 59.5 on the pretest to 76.0 on the posttest, while the experimental class increased from 61.0 to 89.5. The statistical analysis revealed a significant difference in learning outcomes between the two groups (t = −4.899, df = 38, p < 0.001). These findings demonstrate that HOTS-based learning was associated with significantly higher science learning outcomes than conventional instruction, supporting its application in teaching plant structure and function at the elementary school level.]]>
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