<![CDATA[This study aims to analyze the process of developing differentiated instructional modules and the difficulties faced by pre-service teachers in the English Education Program at Raja Ali Haji Maritime University (UMRAH). This study employs a descriptive qualitative approach with a sample of 34 seventh-semester pre-service teachers who have developed differentiated instructional modules. Data were collected through questionnaires, interviews, and document checklists. Informants were selected using purposive sampling. Subsequently, data analysis was conducted through several stages, namely data organization, transcription of interview results, repeated reading of data, coding, identification and grouping of themes, and data interpretation. The research findings indicate that pre-service teachers have attempted to incorporate elements of differentiated instruction into their module development, including adapting content, processes, and learning products to meet students’ needs. However, this implementation has not yet been fully optimized due to the limited variety in some of the differentiation components developed within the modules. In addition, various difficulties were encountered in the module development process. These difficulties stemmed from internal factors, such as a basic understanding of the concept of differentiated instruction that still needs to be developed and a lack of pedagogical experience, as well as external factors such as limited module references. Therefore, further training and mentoring are needed so that pre-service teachers can develop differentiated instruction modules more optimally and in accordance with students' needs.]]>
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