<![CDATA[This study aims to describe the strategies employed by the fourth-grade teacher at SDN Taraban 01 to enhance student engagement through differentiated instruction. A qualitative descriptive approach was adopted for this research, with the study subjects comprising the fourth-grade teacher and students. Data were collected through observation, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that the teacher implemented instructional strategies characterized by interactive, inspiring, enjoyable, and challenging elements, alongside motivational approaches. These strategies were executed through activities such as question-and-answer sessions, discussions, group work, opportunities for students to express their opinions, the use of instructional media, the presentation of challenges, and the provision of motivation. Student engagement was evident in activities such as asking and answering questions, expressing opinions, participating in discussions, collaborating, completing assignments, and actively engaging in the learning process. Differentiated instruction was implemented through the differentiation of content, process, product, and the learning environment. While all four aspects were addressed, their implementation was not yet fully optimal or consistent—particularly regarding product differentiation and the learning environment. Thus, the teacher's strategies involving differentiated instruction have provided opportunities for students to engage actively in the learning process, although further development is needed to ensure more consistent implementation and to better accommodate the needs of all students.]]>
