<![CDATA[This study was motivated by the fact that students’ learning autonomy remains suboptimal despite the implementation of differentiated instruction and interactive learning media. The purpose of this study is to analyze the effects of differentiated instruction, interactive learning media, and the combined effects of both on the learning autonomy of 11th-grade students at SMAS Islam Jauharul Falah. This study employed a quantitative approach with an associative design. The study population consisted of all students in classes XI.1 and XI.3, using a saturation sampling technique. Data were collected via a questionnaire that had been tested for validity and reliability, and were subsequently analyzed using descriptive and inferential statistics. The results indicate that differentiated instruction and interactive learning media have a positive and significant effect on students’ learning autonomy, both partially and simultaneously. The conclusion of this study is that differentiated instruction and interactive learning media play a crucial role in enhancing students’ learning autonomy; therefore, they should be optimized in the learning process to create more effective, student-centered learning.]]>
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