<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> .
<> <http://xmlns.com/foaf/0.1/primaryTopic> <http://eprints.untirta.ac.id/id/eprint/58778> .
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<http://eprints.untirta.ac.id/id/eprint/58778> <http://purl.org/dc/terms/title> "PENGARUH PENERAPAN PENDEKATAN PEMBELAJARAN\r\nBERDIFERENSIASI TERHADAP KEMAMPUAN BERPIKIR KRITIS\r\nSISWA DALAM PEMBELAJARAN SEJARAH KELAS XI HUMANIORA\r\nDI SMAN 1 CIKEUSAL"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.untirta.ac.id/id/eprint/58778> <http://purl.org/ontology/bibo/abstract> "This study aims to determine the effect of implementing differentiated learning\r\non students' critical thinking skills in history subjects for grade XI Humanities\r\nat SMAN 1 Cikeusal. This research utilizes a quantitative approach with a\r\nquasi-experimental design involving an experimental group and a control\r\ngroup. The sampling technique was conducted using purposive sampling. The\r\nresearch instruments consisted of critical thinking skills tests administered\r\nthrough pretests and posttests, supported by observation sheets and\r\ndocumentation. The results indicate that the implementation of differentiated\r\nlearning has an impact on improving students' critical thinking skills.\r\nDescriptively, the average posttest score of students in the experimental group\r\nwas higher than their pretest score and also higher than that of the control\r\ngroup. Based on the results of the Independent Samples t-Test, a significance\r\nvalue (Sig.) of 0.000 < 0.05 was obtained, indicating a significant difference in\r\ncritical thinking skills between students in the experimental group and the\r\ncontrol group. In general, most respondents showed improvement in critical\r\nthinking indicators, such as focusing on the problem, the ability to provide\r\nlogical reasoning, understanding the context of the problem, and clarity in\r\npresenting arguments. Based on these results, it can be concluded that the\r\nimplementation of differentiated learning has a significant effect on students'\r\ncritical thinking skills in history learning."^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.untirta.ac.id/id/eprint/58778> <http://purl.org/dc/terms/date> "2026-02" .
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<http://eprints.untirta.ac.id/id/document/370704> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<http://eprints.untirta.ac.id/id/document/370704> <http://www.w3.org/2000/01/rdf-schema#label> "PENGARUH PENERAPAN PENDEKATAN PEMBELAJARAN\r\nBERDIFERENSIASI TERHADAP KEMAMPUAN BERPIKIR KRITIS\r\nSISWA DALAM PEMBELAJARAN SEJARAH KELAS XI HUMANIORA\r\nDI SMAN 1 CIKEUSAL (Text)"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.untirta.ac.id/id/eprint/58778> <http://eprints.org/ontology/hasDocument> <http://eprints.untirta.ac.id/id/document/370705> .
<http://eprints.untirta.ac.id/id/document/370705> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<http://eprints.untirta.ac.id/id/document/370705> <http://www.w3.org/2000/01/rdf-schema#label> "PENGARUH PENERAPAN PENDEKATAN PEMBELAJARAN\r\nBERDIFERENSIASI TERHADAP KEMAMPUAN BERPIKIR KRITIS\r\nSISWA DALAM PEMBELAJARAN SEJARAH KELAS XI HUMANIORA\r\nDI SMAN 1 CIKEUSAL (Text)"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.untirta.ac.id/id/eprint/58778> <http://eprints.org/ontology/hasDocument> <http://eprints.untirta.ac.id/id/document/370706> .
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