<![CDATA[A study has been successfully conducted to determine the improvement of students’ understanding through the implementation of the Problem Based Learning (PBL) model integrated with differentiated learning in Class V elementary school students. This research used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model, conducted in three cycles. The research subjects consisted of 27 students categorized into three groups: 3 Gifted and Talented (CIBI) students, 21 average-ability students, and 3 low-ability students. Students were divided into 5 learning groups, each receiving differentiated Worksheets (LKPD) tailored to their level, while low-ability students received additional scaffolding support during learning. Data were collected through observation, tests, and documentation. The results showed a progressive increase in student comprehension: Cycle I reached 59.26% (16 students passing), Cycle II improved to 74.07% (20 students), and Cycle III reached 88.89% (24 students), surpassing the 80% success indicator. These findings confirm that the PBL model combined with differentiated learning effectively enhances student comprehension by accommodating diverse learning needs. Telah berhasil dilakukan penelitian untuk mengetahui peningkatan pemahaman peserta didik melalui penerapan model Problem Based Learning (PBL) berbasis diferensiasi pada siswa kelas V Sekolah Dasar. Metode penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam 3 siklus. Subjek penelitian berjumlah 27 siswa yang terbagi menjadi tiga kategori: 3 siswa kelompok Cerdas Istimewa Berbakat Istimewa (CIBI), 21 siswa rata-rata, dan 3 siswa berkemampuan rendah. Siswa dibagi menjadi 5 kelompok belajar, masing-masing mendapatkan Lembar Kerja Peserta Didik (LKPD) yang disesuaikan dengan tingkat kemampuannya, sementara siswa berkemampuan rendah mendapatkan scaffolding khusus dalam proses pembelajaran. Pengumpulan data dilakukan melalui observasi, tes, dan dokumentasi. Hasil penelitian menunjukkan peningkatan pemahaman peserta didik yang progresif: Siklus I mencapai 59,26% (16 siswa tuntas), Siklus II meningkat menjadi 74,07% (20 siswa tuntas), dan Siklus III mencapai 88,89% (24 siswa tuntas), melampaui indikator keberhasilan 80%. Temuan ini mengindikasikan bahwa model PBL yang diintegrasikan dengan pembelajaran berdiferensiasi efektif meningkatkan pemahaman peserta didik dengan mengakomodasi keberagaman kebutuhan belajar siswa dari berbagai tingkat kemampuan.]]>
