<![CDATA[Differentiated instruction has become a key pedagogical approach within Indonesia's Merdeka Curriculum. However, empirical evidence explaining how it is systematically implemented in vocational Economics classrooms remains limited. This study aims to analyze the planning, implementation, and evaluation of differentiated instruction in Grade X Economics learning at SMK Raudlatul Ulum Ledokombo Jember. Unlike previous studies that primarily emphasize instructional effectiveness or teachers' readiness, this study proposes a process-oriented perspective by conceptualizing differentiated instruction as an integrated pedagogical framework linking diagnostic assessment, adaptive instruction, and authentic assessment. The findings identify three interconnected dimensions that shape effective differentiated learning implementation. This study employed a descriptive qualitative approach using a single-case study design. The research involved 14 purposively selected informants, comprising one principal, one vice principal for curriculum, one Economics teacher, and eleven Grade X students. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive model of data condensation, data display, and conclusion drawing supported by source triangulation to ensure credibility. The findings reveal that differentiated instruction was implemented through three integrated stages: (1) diagnostic assessment-informed instructional planning, (2) adaptive classroom implementation involving differentiated content, process, and product, and (3) continuous formative assessment supported by authentic feedback and flexible learning products. These findings demonstrate that the effectiveness of differentiated instruction depends on the coherence between planning, instructional adaptation, and assessment rather than on isolated teaching strategies. The study contributes to strengthening the conceptual understanding of differentiated instruction as a holistic pedagogical process within vocational Economics education.]]>
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