<![CDATA[This classroom action research aims to describe the increase in active participation and student learning outcomes through the application of the Universal Design for Learning (UDL) framework based on cognitive and non-cognitive diagnostic assessments in the subject of Pancasila Education Class XI.5 UPT SMA Negeri 13 Makassar. The research was carried out in two cycles which included the planning, implementation, observation, and reflection stages. Cycle I (Meetings 1–3) described the initial conditions of conventional learning, while Cycle II (Meetings 4–6) applied differentiated learning based on the results of the diagnostic assessment through learning profile mapping, the use of Canva interactive media and Crossword Puzzles, the structured division of heterogeneous group roles, and Gallery Walk activities. Data were collected through diagnostic assessments, active participation observation sheets, formative assessments, and Social Emotional Learning (PSE) reflections, then analyzed quantitatively descriptively. The results showed that the implementation of UDL was able to increase active participation by up to 100% in Cycle II. The average formative assessment score increased from 71.5 to 86.7, while learning completeness increased from 59.4% to 100%. The percentage of students with the Highly Developed predicate increased from 0% to 80.8%, with an N-Gain of 0.72 in the high category. These findings show that UDL based on initial assessment is able to increase student participation and learning outcomes gradually and evenly]]>
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