<![CDATA[The independent curriculum demands that teachers accommodate students' diverse learning characteristics. Differentiated learning provides a framework for meeting these varied needs, with the effective use of instructional media playing a crucial role. PowerPoint presentations and videos are frequently chosen by teachers to support differentiated learning due to their adaptability and broad accessibility. This qualitative descriptive study explores teachers’ preferences in selecting PowerPoint and video as instructional media for differentiated learning. Data were collected through interviews, observations, questionnaires, and documentation. The data analysis process involved four stages: data collection, data reduction, data display, and conclusion drawing. Findings indicate that teachers prefer PowerPoint and video media based on several key factors: alignment with learning objectives, compatibility with student characteristics, ease of use, interactivity, effectiveness in content delivery, accessibility, flexibility, cost-efficiency, and compatibility with available technology and infrastructure. The study reveals that both media types are valued for their ability to enhance differentiated instruction by addressing diverse student needs. However, the choice of media is significantly influenced by contextual factors such as school infrastructure and teacher familiarity with technology. This study concludes that teachers consider a range of practical and pedagogical factors when selecting PowerPoint and video media to support differentiated learning. Future research should explore the impact of these media on student learning outcomes.]]>
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