<![CDATA[Differentiated learning is important in the Merdeka Curriculum because students in Phase F of Grade XI vocational schools have diverse characteristics, prior abilities, and learning needs, making teacher competence essential to ensure that learning responds appropriately to these differences. This study aims to analyze the pedagogical and professional competence of economics teachers in implementing differentiated learning at SMK Negeri 1 Hiliduho and to identify the challenges faced and strategies developed by teachers. The study employed a qualitative approach with an exploratory descriptive design. The informants consisted of one principal, two economics teachers, and 20 Grade XI students selected through purposive sampling. Data were collected through semi-structured interviews, observation, and documentation, and analyzed through data reduction, data presentation, and conclusion drawing and verification. Data validity was ensured through source and method triangulation. The findings indicate that teachers demonstrate adequate pedagogical competence in identifying students’ characteristics and learning needs through observation and diagnostic assessment. However, the implementation of content, process, and product differentiation remains suboptimal due to limited time, facilities, and training. Teachers address these challenges through varied methods, individual approaches, simple learning media, and teacher collaboration. These findings highlight the need for continuous training and stronger school support. ABSTRAK Pembelajaran berdiferensiasi menjadi penting dalam Kurikulum Merdeka karena karakteristik, kemampuan awal, dan kebutuhan belajar peserta didik pada Fase F kelas XI SMK bersifat beragam, sehingga kompetensi guru menjadi faktor penting dalam memastikan pembelajaran tetap sesuai dengan kebutuhan tersebut. Penelitian ini bertujuan menganalisis kompetensi pedagogik dan profesional guru ekonomi dalam menerapkan pembelajaran berdiferensiasi di SMK Negeri 1 Hiliduho serta mengidentifikasi kendala dan strategi yang dikembangkan guru. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif eksploratif. Informan terdiri atas satu kepala sekolah, dua guru ekonomi, dan 20 peserta didik kelas XI yang dipilih secara purposive. Data dikumpulkan melalui wawancara semiterstruktur, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperiksa melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa guru memiliki kompetensi pedagogik yang memadai dalam mengidentifikasi karakteristik dan kebutuhan belajar peserta didik melalui observasi dan asesmen diagnostik. Namun, penerapan diferensiasi konten, proses, dan produk belum optimal karena keterbatasan waktu, fasilitas, dan pelatihan. Guru mengatasinya melalui variasi metode, pendekatan individual, media sederhana, dan kolaborasi antarguru. Temuan ini menegaskan perlunya pelatihan berkelanjutan dan dukungan sekolah.]]>
