<![CDATA[This study aimed to examine the implementation of Differentiated Instruction and Culturally Responsive Teaching (CRT), differences in PPKn learning outcomes among students, and the effect of both approaches on students’ PPKn learning outcomes. This study employed a quantitative approach using an experimental method. The population consisted of all students at SD Negeri 17 Sa’dan in Toraja Utara Regency, while the sample comprised 28 sixth-grade students, divided into 14 students in the experimental class and 14 students in the control class. The experimental class received treatment through the implementation of Differentiated Instruction and CRT, while the control class participated in conventional learning. Data were collected through tests, questionnaires, observations, and documentation, and analyzed using descriptive and inferential statistics. The results showed that: (1) the implementation of Differentiated Instruction and CRT was carried out very well according to the learning stages, and students’ PPKn learning outcomes were in the very good category; (2) there was a difference in PPKn learning outcomes between the experimental and control classes, with the experimental class achieving higher results; (3) Differentiated Instruction had a positive and significant effect on students’ PPKn learning outcomes; (4) CRT had a positive and significant effect on students’ PPKn learning outcomes; and (5) both approaches simultaneously had a positive and significant effect on students’ PPKn learning outcomes. Therefore, these approaches are effective for PPKn learning at the elementary school level and support improved student achievement in elementary civic education contexts. These findings indicate that adaptive teaching strategies can enhance inclusive classroom learning.]]>
