<![CDATA[This study aims to describe the implementation of collaborative learning in supporting differentiated learning in the subject of science and science on magnets in grade VI of elementary school. The study used a qualitative descriptive approach with 16 research subjects consisting of 6 females and 10 males. Data collection techniques were carried out through observation, field notes, and documentation. The results of the study indicate that collaborative learning implemented through heterogeneous group work can increase student active involvement, social interaction, and the ability to work together in completing tasks. In addition, differentiated learning is seen from the adjustment of student roles and learning activities according to their respective abilities and characteristics. In the magnet material, students are directly involved in simple experimental activities so that abstract concepts can be understood more concretely and meaningfully. Students also feel very enthusiastic when working on assignments in groups. The integration of collaborative and differentiated learning creates an inclusive, active, and student-centered learning atmosphere. These findings indicate that the combination of the two approaches is effective in improving the quality of the learning process and students' understanding of concepts in science and science learning in elementary schools. Thus, collaborative learning combined with differentiated learning can be a relevant strategy to be implemented in elementary school learning, especially in materials that require direct experience such as the concept of magnets.]]>
