<![CDATA[ABSTRACT Differentiated learning is a strategy that can be applied in Physical Education, Sports, and Health (PJOK) subjects to accommodate the diverse learning needs of students. Through this approach, students are able to learn according to their readiness, interests, and learning profiles. The purpose of this study is to describe the implementation of differentiated learning in physical fitness materials (push-ups and sit-ups) in elementary schools and to evaluate its implementation. This study employed a qualitative approach with data collection techniques including interviews, observations, and documentation. Data validity was obtained through source and technique triangulation. The results showed that teachers implemented three stages of differentiation: content differentiation (books, tutorial videos, and movement illustrations), process differentiation (paired exercises, varied repetitions, and individual guidance), and product differentiation (fitness journals, movement videos, and oral presentations). Learning evaluation was conducted through process observation, practical tests, and reflective assignments. In conclusion, differentiated learning effectively improves students’ participation and understanding of physical fitness materials, while also helping develop students’ motor skills and self-confidence. ABSTRAK Pembelajaran berdiferensiasi merupakan strategi yang dapat diterapkan dalam mata pelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) untuk memenuhi kebutuhan belajar peserta didik yang beragam. Melalui pendekatan ini, peserta didik dapat belajar sesuai dengan kesiapan, minat, dan profil belajar mereka. Tujuan penelitian ini adalah untuk mendeskripsikan penerapan pembelajaran berdiferensiasi pada materi kebugaran jasmani (push-up dan sit-up) di Sekolah Dasar serta mengevaluasi pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru menerapkan tiga tahap diferensiasi: diferensiasi konten (buku, video tutorial, dan gambar gerakan), diferensiasi proses (latihan berpasangan, variasi repetisi, dan bimbingan individu), serta diferensiasi produk (catatan harian kebugaran, video gerakan, dan presentasi lisan). Evaluasi pembelajaran dilakukan melalui observasi proses, tes praktik, dan tugas reflektif. Kesimpulannya, pembelajaran berdiferensiasi efektif meningkatkan partisipasi dan pemahaman siswa terhadap materi kebugaran jasmani, serta membantu mengembangkan keterampilan motorik dan rasa percaya diri siswa.]]>
