<![CDATA[Differentiated learning can foster creativity, independence, and learning motivation in students. However, misconceptions in understanding and implementing this approach produce negative outcomes. This study analyzes misconceptions in differentiated learning among Indonesian social studies teachers, examining their forms, causes, and impacts. A qualitative descriptive method was employed using structured and open-ended interviews via Google Forms, involving 126 randomly selected social studies teachers across Indonesia. Data were analyzed using the Miles and Huberman model. Results reveal significant misconceptions among Indonesian social studies teachers. Key findings include: overemphasis on learning styles (auditory, visual, kinesthetic) in teaching practices; uniform time allocation despite varying student abilities; and excessive reliance on group learning without considering individual student profiles, including those who prefer independent learning. These misconceptions indicate fundamental misunderstandings about differentiated instruction principles, suggesting the need for improved teacher training and professional development programs.]]>
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