<![CDATA[This study aimed to determine the effectiveness of the Differentiated Instruction approach in improving students’ active participation in the Athletic Learning course. The research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants consisted of 60 students from the Physical Education, Health, and Recreation Study Program (PJKR), who were divided into two groups: an experimental group (30 students) and a control group (30 students). The experimental group received instruction using the Differentiated Instruction approach, while the control group was taught using conventional learning methods. The research instrument was an observation sheet measuring students’ active participation. Data were analysed using descriptive statistics and inferential statistics through paired sample t-test and independent sample t-test with a significance level of 0.05. The results showed a significant increase in students’ active participation in the experimental group after the implementation of Differentiated Instruction. The mean score of active participation in the experimental group increased from 62.40 in the pretest to 81.73 in the post-test. Meanwhile, the control group showed only a slight increase from 63.10 to 68.27. The results of the paired sample t-test indicated a significance value of p < 0.05, and the independent sample t-test on the post-test results revealed a significant difference between the experimental and control groups. Based on these findings, it can be concluded that the Differentiated Instruction approach is effective in enhancing students’ active participation in the Athletic Learning course. This approach accommodates differences in students’ abilities and learning readiness, thereby creating a more inclusive and student-centered learning environment]]>
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