<![CDATA[The primary issue addressed in this study pertains to the diminished levels of engagement and suboptimal learning outcomes observed among students in mathematics instruction highlighted by ongoing difficulties in understanding the material. This research seeks to explore the impact of differentiated instruction on the mathematics learning outcomes of fifth-grade students at UPT SPF SDN 43 Mattirowalie. This study employed a quantitative research approach, utilizing a pre-experimental design characterized by the One Group Pretest-Posttest methodology. The research procedure included the initial stage, implementation stage, and evaluation stage. The subjects in this study were 24 fifth-grade students of UPT SPF SDN 43 Mattirowalie, Kindang District, Bulukumba Regency. The results indicated that the implementation of differentiated learning positively impacted students' mathematics learning outcomes. The average score for students' mathematics performance improved significantly, rising from 31.74 (very low category) in the pretest to 64.78 (fairly good category) in the posttest. The significance value demonstrated a notable difference (0.010 < 0.05). Furthermore, the N-Gain analysis demonstrated an average normalized gain of 0.4749, categorizing it within the moderate range. These findings suggested that differentiated learning significantly influences the mathematics learning outcomes of fifth-grade students at UPT SPF SDN 43 Mattirowalie.]]>
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