<![CDATA[The implementation of differentiated learning in geography subjects provides benefits for teachers and students. On the other hand, teachers still have difficulty implementing differentiated learning elements. This research aims to analyze the factors related to teacher difficulties in implementing differentiated learning in geography subjects. The research method used descriptive qualitative research with semi-structured interviews. The informants used were geography teachers of SMAN Malang City. Data analysis was conducted by 1) data reduction, 2) data presentation, and 3) conclusion drawing. The results showed that geography teachers in Malang City State Senior High School faced difficulties in implementing differentiated learning. In content differentiation, students are given media based on learning styles but do not show any motivation to learn. In process differentiation, there is a “free rider” phenomenon in group learning. In product differentiation, students feel bored and unfairly different levels of difficulty. In learning environment differentiation, students show different behavior between morning and afternoon. Teachers also experience time constraints in preparing the implementation of differentiated learning.]]>
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