<![CDATA[This research is motivated by the low physics learning outcomes of students, which are caused by teacher-centered learning and a lack of attention to students’ diverse characteristics and cultural backgrounds. This study aims to analyze the differences and the effect of differentiated instruction with a Culturally Responsive Teaching (CRT) approach on students’ physics learning outcomes in the topic of sound waves. The research method used is a quasi-experimental design with a pretest-posttest control group design. The population in this study consisted of all grade XI students of SMA Negeri 2 Kupang, with class XI-3 as the experimental group and class XI-7 as the control group, selected using random sampling techniques. Data were collected using learning achievement tests, while data analysis was conducted using prerequisite tests, independent t-test, N-Gain analysis, and Cohen’s d effect size. The results showed that the t-value of 4.565 was greater than the t-table value of 1.679 with a significance value (Sig < 0.001), so H₀ was rejected and Hₐ was accepted. This indicates that there is a significant difference between the learning outcomes of the experimental class and the control class. In addition, the N-Gain analysis showed that the experimental class experienced a moderate increase in learning outcomes, and the effect size indicated a strong effect. Therefore, it can be concluded that differentiated instruction with a CRT approach is effective in improving students’ physics learning outcomes on sound wave material.]]>
