The actualization of the case method is the development of the Outcome-Based Education concept in the primary school teacher education study program, Faculty of Education, which emphasizes each subject with achievement indicators that already have an overview of graduate learning outcomes and course learning outcomes. The purpose of this study was to see the form of achievement of the case method in the Social Science Basic Concepts course in elementary school teacher education at the State University of Medan. The research design is related to the actualization of the achievement of the case method in the Social Science Basic Concepts course. The primary school teacher education study program uses research and development (R&D) methods. Thus, this study shows that the actualization of the case method carried out in this study shows success by looking at the average learning test results given by the lecturer.

This study aims to describe how the Higher Order Thinking Skills (HOTS) are implemented through social studies education courses in primary school teacher education at Medan State University. The research method used is using qualitative research, where in qualitative research the research instrument is the researcher himself. Data collection techniques used include interviews, observation, documentation and learning outcomes. This research was carried out in teacher education at the Medan State University elementary school for elementary school teacher education students in the fifth semester. In this study, the validity test of triangulation data was used. The results of the study show that the implementation of Higher Order Thinking Skills (HOTS) in Social Studies education courses in Medan State University elementary school teacher education has gone well. It can be seen that the learning outcomes obtained by students indicate that they are still not optimal in developing higher-order thinking skills, students need guidance and development in higher-order thinking skills. It can be seen that there were 6 students who got the highest points on the analyzing aspect with the "distinguish" component, 1 student who got the highest points on the evaluating aspect with the "check and criticize" component, and no student who got the highest points on the evaluation aspect. innovate in the "formulate" component. This activity is carried out by identifying problems at the beginning of learning, evaluating learning by selecting the best solution that will be determined by each group and solving problems in learning by bringing up an innovation to perfect the solution to become a better solution.