<![CDATA[This study aims to examine the implementation of differentiated learning by teachers and its implications for the academic achievement of MTs students at As'Adiyah Darussalam Belawa Rahmat Islamic Boarding School, Pasangkayu Regency. This research employs a qualitative approach with a case study design. Data were collected through non-participant observation, semi-structured in-depth interviews, and documentation studies, then analyzed through data reduction, data presentation, and inductive conclusion drawing with source, technique, and time triangulation. The findings reveal that the implementation of differentiated learning took place in a planned manner through four interconnected stages, namely diagnostic assessment-based planning, flexible learning group organization, adaptive and student-centered instruction, and continuous evaluation encompassing cognitive, affective, and psychomotor aspects. This implementation produced tangible implications for students' academic achievement, not only in improved academic outcomes, but also in the growth of students' self-confidence, motivation, independence, and social character. These findings affirm that Islamic boarding schools are capable of delivering inclusive and equitable learning services, in alignment with the fourth goal of the Sustainable Development Goals concerning quality education that is accessible and equitable for all learners.]]>
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