<![CDATA[Abstrak Studi ini mengevaluasi dampak program pembelajaran berdiferensiasi pada pengetahuan dan kesiapan perencanaan guru taman kanak-kanak dalam kerangka Kurikulum Merdeka. Desain pra pasca satu kelompok diterapkan pada 26 guru dari 24 sekolah. Pengukuran mencakup tes pengetahuan tentang diferensiasi dan penilaian kualitas rancangan modul ajar melalui rubrik yang menilai keselarasan tujuan dan asesmen serta diferensiasi konten proses dan produk. Rerata skor pengetahuan meningkat dari 213,6 menjadi 227,8 setara peningkatan relatif 4,89 persen. Peningkatan kualitas rancangan tampak pada sebagian besar indikator namun integrasi hasil asesmen diagnostik ke langkah pembelajaran masih menantang bagi sebagian peserta. Temuan menunjukkan asosiasi positif pelatihan dengan kompetensi perencanaan guru dan merekomendasikan dukungan lanjutan untuk penguatan integrasi asesmen. Kata kunci: pembelajaran berdiferensiasi, kurikulum merdeka, taman kanak-kanak Effectiveness of Differentiated Learning Training for Kindergarten Teachers Abstract This study evaluates the impact of a differentiated instruction program on kindergarten teachers’ knowledge and lesson planning readiness within the Merdeka Curriculum context. A one‑group pretest–posttest design was applied to 26 teachers from 24 schools. Measures included a knowledge test on differentiation and a rubric‑based appraisal of lesson module quality assessing goal–assessment alignment and differentiation of content, process, and product. Mean knowledge scores increased from 213.6 to 227.8, a relative gain of 4.89 percent. Improvements in planning quality were observed on most indicators, although integrating diagnostic assessment results into instructional steps remained challenging for some participants. Findings indicate a positive association between the training and teachers’ planning competence and suggest the need for continued support to strengthen assessment integration. Keywords: differentiation, independent curriculum, learning]]>
