<![CDATA[Mathematics is a subject that supports the development of science and technology and plays a crucial role in education, being taught at all levels from elementary school to university. However, many students lack interest in mathematics due to its abstract nature, leading to low learning outcomes. This study addresses the problem of uniform teaching methods that ignore students' diverse learning needs, resulting in boredom and reduced motivation. The objectives are to determine the relationship between differentiated learning and students' interest in mathematics, differentiated learning and mathematics learning outcomes, and the simultaneous relationship between differentiated learning and both interest and learning outcomes. Using a quantitative ex post facto approach, data were collected from 38 students in grades 4-6 at SD Islam Daulatul Ummah Al-Islamiyah Waringin through questionnaires, observations, interviews, and documentation. Analysis with SPSS 27 showed a positive significant relationship between differentiated learning and interest (r = 0.568, p = 0.000), a negative significant relationship with learning outcomes (r = -0.407, p = 0.011), and a significant simultaneous relationship (Wilks’ Lambda = 0.648, p = 0.000). Differentiated learning contributes 32.2% to interest and 16.6% to outcomes. Recommendations include enhancing teacher competencies in differentiated learning and encouraging student participation to improve interest and outcomes.]]>
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