<![CDATA[Abstrak: Pendidikan Pancasila memegang peran penting dalam membentuk karakter dan nilai kebangsaan siswa, namun implementasinya masih menghadapi tantangan metode konvensional seperti ceramah satu arah yang kurang melibatkan partisipasi aktif. Penelitian ini bertujuan mengeksplorasi pengalaman guru dalam menerapkan pembelajaran berdiferensiasi berbasis multimedia di SMA Muhammadiyah 10 Surabaya, serta tantangan dan strategi penyelesaiannya. Metode kualitatif deskriptif dengan pendekatan studi kasus digunakan, melibatkan wawancara, observasi, dan analisis dokumen terhadap kepala sekolah, wakil kepala sekolah, guru, dan siswa. Hasil menunjukkan guru merancang modul ajar berbasis multimedia (presentasi PowerPoint, video) sesuai gaya belajar siswa, diintegrasikan dengan diferensiasi konten, proses, dan produk. Multimedia terbukti meningkatkan keterlibatan siswa, sejalan dengan teori Mayer (kognitif multimedia) dan Tomlinson (diferensiasi). Namun, tantangan utama berupa keterbatasan fasilitas (proyektor, internet tidak stabil) dan kompetensi guru beradaptasi teknologi menjadi penghambat. Penerapan pembelajaran berdiferensiasi berbasis multimedia guru Pendidikan Pancasila di SMA Muhammadiyah 10 Surabaya telah disusun secara terstruktur, mengakomodasi berbagai gaya belajar siswa melalui penggunaan multimedia. Pembelajaran ini tidak hanya efektif dan sesuai kurikulum merdeka serta kebijakan pemerintah, tetapi juga mendapat respons positif siswa karena mampu meningkatkan keterlibatan, motivasi serta mendorong kreativitas dan berpikir kritis walaupun masih menghadapi tantangan teknis.Abstract: Pancasila education plays an important role in shaping students' character and national values, but its implementation still faces challenges from conventional methods such as one-way teachers that do not involve active participation. This study aims to explore the teachers' experience in implementing multimedia-based differentiated learning at SMA Muhammadiyah 10 Surabaya, as well as the challenges and strategies to solve them. A descriptive qualitative method with a case study approach was used, involving interviews, observations, and document analysis of principals, vice principals, teachers, and students. The results show that teachers design multimedia-based teaching modules (PowerPoint presentations, videos) according to students' learning styles, integrated with content differentiation, processes, and products. Multimedia has been shown to increase student engagement, in line with Mayer's theories (multimedia cognition) and Tomlinson (differentiation). However, the main challenges in the form of limited facilities (projectors, unstable internet) and teachers' competence in technology adaptation are obstacles. The application of multimedia-based differentiated learning for Pancasila Education teachers at SMA Muhammadiyah 10 Surabaya has been structured to accommodate various learning styles of students using multimedia. This learning is not only effective and in accordance with the independent curriculum and government policies but also receives a positive response from students because it is able to increase involvement, motivation and encourage creativity and critical thinking even though they still face technical challenges.]]>
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