<![CDATA[Abstrak. Penelitian ini dilatarbelakangi oleh masih ditemukannya model pembelajaran yang kurang efektif, yang ditandai dengan rendahnya keterlibatan anak dalam proses belajar akibat metode pembelajaran yang monoton serta minimnya variasi kegiatan yang sesuai dengan kebutuhan dan minat mereka. Kondisi ini menyebabkan beberapa anak merasa bosan, menghindari aktivitas tertentu, dan pada akhirnya perkembangan kognitif, sosial-emosional, serta kreativitas mereka menjadi tidak optimal. Penelitian ini bertujuan untuk menganalisis penerapan model pembelajaran diferensiasi di TK Kecamatan Panyileukan dalam konteks Merdeka Belajar. Penelitian ini menggabungkan metodologi studi kasus dengan pendekatan kualitatif. Data diperoleh melalui pengamatan langsung, wawancara mendalam, dan dokumentasi di TK Al-Biruni dan TK Beyna Ceria untuk mendalami langkah-langkah penerapan pembelajaran diferensiasi, hubungan sosial antara guru dan anak, pengelolaan lingkungan pembelajaran, serta dampaknya. Hasil penelitian menunjukkan bahwa pembelajaran diferensiasi proses pembelajaran dimulai dengan asesmen kebutuhan anak, perencanaan kegiatan sesuai gaya belajar dan perkembangan, serta evaluasi berkelanjutan. Model ini meningkatkan kemampuan kognitif, kreativitas, motivasi belajar anak, serta hubungan sosial guru-anak, meskipun terdapat kendala fasilitas dan pembagian perhatian. Keberhasilan ini menegaskan pentingnya pelatihan guru, dukungan fasilitas, dan kolaborasi dengan orang tua untuk mendukung Kurikulum Merdeka. Abstract. This study was motivated by the presence of ineffective learning models, characterized by low student engagement in the learning process due to monotonous teaching methods and a lack of diverse activities that cater to their needs and interests. This situation causes some children to feel bored, avoid certain activities, and ultimately experience suboptimal development in cognitive, social-emotional, and creative aspects. This research aims to analyze the implementation of differentiated learning models in kindergartens in Panyileukan District within the framework of Merdeka Belajar (Freedom to Learn). The study employs a case study methodology with a qualitative approach. Data were collected through direct observations, in-depth interviews, and documentation at Al-Biruni Kindergarten and Beyna Ceria Kindergarten to explore the steps in implementing differentiated learning, social interactions between teachers and students, the management of the learning environment, and the resulting impacts. The results show that differentiated learning begins with assessing children’s needs, planning activities based on learning styles and developmental levels, and conducting continuous evaluations. This model has been shown to improve children's cognitive abilities, creativity, learning motivation, and social relationships with teachers, despite challenges such as limited facilities and difficulties in attention distribution. These findings underscore the importance of teacher training, facility support, and parental collaboration in supporting the implementation of the Merdeka Curriculum.]]>
