This research was conducted to improve high-order thinking skills (HOTS) of tenth-grade students
through the application of Problem-Based Learning (PBL) combined with differentiated learning based
on learning styles. The background of the research shows that most students are still at a low level of
thinking and have difficulty analyzing, evaluating, and solving complex problems. The purpose of the
research is to improve HOTS, participation, and learning outcomes by adapting the learning process
to visual, auditory, and kinesthetic learning styles. The research used a Classroom Action Research
(CAR) design with two cycles. The participants were 19 students. The research instruments included
HOTS tests (essays C4–C6), activity observation sheets, discussion assessment sheets, and interviews.
The procedures in each cycle included planning, action, observation, and reflection. In the first cycle,
learning was designed based on PBL syntax and media based on learning styles. Student activity
increased, but some students—especially those with auditory and kinesthetic learning styles—still had
difficulty solving HOTS problems. Significant improvements occurred in the second cycle after strategy
adjustments: 84% of students were able to solve HOTS problems based on analysis and logic, 89%
were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM).
The study concluded that PBL combined with differentiated learning is effective, efficient, and capable
of improving HOTS, participation, and student learning independence.