<![CDATA[This study aims to examine the implementation of differentiated learning strategies in Indonesian Language subjects to enhance students’ learning motivation. Differentiated learning is an approach that accommodates individual differences among students through variations in content, process, and learning products. The method used in this study is Classroom Action Research (CAR) with two cycles. The research subjects were 32 eighth-grade students at SMP Negeri 5 Padang. Instruments used included observation sheets, learning motivation questionnaires, and achievement tests. The results indicate that the implementation of differentiated learning strategies significantly increased students’ learning motivation. In cycle I, the average learning motivation score reached 68.5%, which then increased to 84.2% in cycle II. In addition, learning mastery improved from 59.4% to 87.5%. These findings indicate that differentiated learning strategies are effective in Indonesian Language learning to improve student motivation and learning outcomes.]]>
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