<![CDATA[This study aimed to describe the implementation of learning stations in differentiated instruction on the topic “The Changing Earth” in Grade V at SD Negeri Bugangan 03 Semarang. The study employed a descriptive qualitative approach with fifth-grade students of SD Negeri Bugangan 03 Semarang as the research subjects. Data collection techniques included observation, interviews, documentation, and student engagement questionnaires. Differentiated instruction was implemented through four learning stations, namely the digital station, action station, creation station, and information station. The results showed that the implementation of learning stations was able to increase student engagement in the learning process. Students were more active in discussions, collaboration, asking questions, and expressing their opinions during learning activities. The use of learning media such as videos, laptops, tornado dioramas, and earthquake infographics helped students understand that natural events can turn into natural disasters when they have impacts on human life. The questionnaire results indicated that most students gave positive responses to differentiated instruction based on learning stations. In addition, observations from the mentor teacher showed that differentiated instruction based on learning stations also supported the development of teachers’ pedagogical competence in designing and implementing active, varied, and student-centered learning.]]>
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