Abstract: In applying discovery learning model by adjusting the characters and needs of students, the approach of differentiating students learning styles is appropriate. The expected learning outcomes of students today are that apply HOTS. This study aims to describe the implementation, students activities, improvement of students HOTS learning outcomes, and students responses to the application of the discovery learning model with a differentiated approach to acid-base material. The research methodology applied in this study was pre-experiment with One Group Pretest Postest Design. The results obtained are the application of the discovery learning model with a differentiation approach implemented because the results of learning implementation get mode 3 to 4 with good to very good categories in each aspect. On the results of student activity, students are said to be active during learning because they get a percentage of 97% to 100% based on the student activity observation sheet. Then focusing on the progress of student HOTS learning outcomes, the results of a significant value is a 0.000, which means is an influence in improving learning outcomes HOTS. Students responses are said to be good to very good because the results obtained reach 75% to 100%.