<![CDATA[Planning is a process to determine goals and objectives to be achieved by taking a strategic method to achieve goals. Transformational teachers are learning leaders who are able to move the education ecosystem in order to realize education that in the learning process is student-centered. Transformational teachers must have free and independent thinking in designing existing learning according to the needs of students, one of which is differentiated learning, because differentiated learning can meet the learning needs of different students so that it can arouse students' activeness, curiosity, learning optimism, and creativity. However, in implementing differentiated learning, transformational teachers face difficulties in understanding the concept and strategies of differentiated learning due to a lack of understanding in the technicalities of managing classrooms with varying levels of student abilities and learning styles in terms of content, processes or products both in preparation and in implementation. This study aims to describe: (1) Planning of Transformational teachers in improving differentiated learning at SMK Negeri 1 Muara Batu, North Aceh Regency. (2) Supporting and inhibiting factors for the implementation of Teacher Mobilizers in improving differentiated learning at SMK Negeri 1 Muara Batu, North Aceh Regency. This research is phenomenological using a qualitative approach carried out at SMK Negeri 1 Muara Batu, North Aceh Regency. Data collection techniques through observation, interviews, and documentation. Data analysis techniques are carried out through data reduction, data presentation and data verification. The results of the study show that: (1) The Planning of Transformational teachers in improving differentiated learning at SMK Negeri 1 Muara Batu North Aceh Regency is going well such as: (a) has designed learning in the form of learning outcomes, diagnostic test questionnaires, becoming learning facilitators, and motivating student learning. (b) Designing schedules, learning objectives and flow of learning objectives as well as differentiated learning modules, (c) supervising, conducting diagnostic assessments, analyzing the results of previous report cards to determine the level of student ability, (d) reflecting, preparing learning media in accordance with students' learning styles, developing learning materials and models based on student needs. (e) guided by module 2.1 of the Transformational teachers Education Program. (2) Supporting factors for transformational teachers in differentiated learning at SMK Negeri 1 Muara Batu, North Aceh Regency, namely: (1) library, and (2) Provision of learning tools. The inhibiting factors faced by teachers driving differentiated learning at SMK Negeri 1 Muara Batu North Aceh Regency include: (1) Factors related to students, (2) Factors related to educators which include problems with teachers' mastery of the material, problems with teachers' mastery in classroom management, and (3) Factors related to learning evaluation]]>
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