<![CDATA[Abstract: The implementation of the Merdeka Curriculum requires teachers to have an adequate understanding of differentiated learning to accommodate students’ diverse learning needs. However, observations indicate that many teachers still experience misconceptions, particularly in the aspects of content, process, and learning outcomes. This study aims to analyze the level of understanding and identify misconceptions among elementary school teachers regarding differentiated learning using the Certainty of Response Index (CRI). The study was conducted in December 2025 and involved 30 elementary school teachers from Sumedang Regency, Bandung City, Bandung Regency, and Cirebon Regency. Data were collected using 12 statements accompanied by a CRI scale ranging from 0 to 5 to measure teachers’ confidence in their responses. The results showed that the highest level of misconception occurred in process differentiation (74.1%), followed by content differentiation (59.3%) and product differentiation (48%). Meanwhile, teachers demonstrated a high level of understanding of the basic principles of differentiated learning (96.3%). These findings indicate that although teachers understand the fundamental concepts of differentiated learning, they still face difficulties in implementing them in classroom practice. The results of this study may serve as a basis for improving teacher professional development programs to support the implementation of the Merdeka Curriculum. Abstrak: Pelaksanaan Kurikulum Merdeka memerlukan guru untuk memiliki pemahaman yang memadai tentang pembelajaran diferensiasi guna mengakomodasi kebutuhan belajar yang beragam dari siswa. Namun, pengamatan menunjukkan bahwa banyak guru masih mengalami kesalahpahaman, terutama dalam aspek konten, proses, dan hasil belajar. Penelitian ini bertujuan untuk menganalisis tingkat pemahaman dan mengidentifikasi kesalahpahaman di kalangan guru sekolah dasar mengenai pembelajaran diferensiasi menggunakan Indeks Kepastian Respons (CRI). Penelitian ini dilakukan pada Desember 2025 dan melibatkan 30 guru sekolah dasar dari Kabupaten Sumedang, Kota Bandung, Kabupaten Bandung, dan Kabupaten Cirebon. Data dikumpulkan menggunakan 12 pernyataan disertai skala CRI berkisar 0 hingga 5 untuk mengukur tingkat keyakinan guru dalam respons mereka. Hasil menunjukkan bahwa tingkat kesalahpahaman tertinggi terjadi pada diferensiasi proses (74,1%), diikuti oleh diferensiasi konten (59,3%) dan diferensiasi produk (48%). Sementara itu, guru menunjukkan tingkat pemahaman yang tinggi terhadap prinsip-prinsip dasar pembelajaran diferensiasi (96,3%). Temuan ini menunjukkan bahwa meskipun guru memahami konsep dasar pembelajaran diferensiasi, mereka masih menghadapi kesulitan dalam menerapkannya dalam praktik pembelajaran di kelas. Hasil penelitian ini dapat menjadi dasar untuk meningkatkan program pengembangan profesional guru guna mendukung implementasi Kurikulum Merdeka.]]>
