<![CDATA[The learning process in schools needs to transform from a traditional teacher-centered model to one that encourages students to achieve deeper and more meaningful understanding. Deep learning requires students to go beyond memorization, but to actively construct knowledge, connecting concepts. In line with these challenges, differentiated learning has emerged as a relevant and effective pedagogical strategy. The purpose of this study was to obtain information and analyze the implementation of deep learning through differentiated learning strategies in junior high schools (SMP), focusing on the planning process, implementation, evaluation, follow-up plans, and obstacles and solutions encountered. This study used a qualitative approach with a case study method. The results illustrate that in the planning stage (Plan), starting with an analysis of student learning needs, setting learning objectives and outcomes, designing content differentiation, processes, and products, and finally planning classroom management. The implementation phase (Do) begins with differentiation based on readiness, interests, and learning profiles, the implementation of active, collaborative, and student-centered learning, and reflection and consolidation of understanding. The evaluation phase (Check) includes evaluation of the learning process, learning outcomes, learning impact, and teacher performance in implementing differentiated learning. The follow-up phase (Act) begins with revising the lesson plan based on the evaluation results, providing remedial and enrichment sessions, and providing school support for quality improvement. Challenges faced include significant differences in learning readiness, limited learning time, and impaired concentration and classroom management. Solutions to address these challenges include adjusting learning strategies based on evaluation results, implementing remedial and enrichment sessions, and strengthening classroom management and student engagement.]]>
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