<![CDATA[Based on the results of observations in Grade II at SDN Merjosari 3 Malang, it was found that students’ character in Civic Education (PKn) learning still needs improvement, particularly in terms of discipline, responsibility, cooperation, and mutual respect. Therefore, a learning approach that accommodates differences in students’ needs, interests, and abilities is required, one of which is differentiated instruction. The implementation of this strategy is expected to improve the character of second-grade students more optimally in the PKn learning process.This study employed Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of planning, implementation, observation, and reflection stages. The subjects of this research were second-grade students of SDN Merjosari 3 Malang. Data collection techniques included observation sheets, learning outcome tests, and documentation. The data were analyzed using descriptive qualitative and quantitative methods.The results showed that the implementation of differentiated instruction in Civic Education significantly improved students’ character. In the initial condition, the class average score was 68 with a mastery percentage of 53.60%. After the first cycle, the average score increased to 76.78 with a mastery percentage of 60.71%. In the second cycle, the average score further increased to 90.71 with a mastery percentage of 92.85%.In conclusion, the implementation of differentiated instruction is proven to be effective in improving students’ character in Civic Education for Grade II at SDN Merjosari 3 Malang. This approach is able to adjust the learning process to students’ needs, interests, and abilities, making learning more meaningful and participatory. Therefore, differentiated instruction has a positive impact on strengthening students’ character, especially in terms of discipline, responsibility, cooperation, and mutual respect.]]>
