<![CDATA[This qualitative case study investigates how certified teacher leaders (Guru Penggerak) execute Differentiated Instruction (DI) across distinct educational tiers, from kindergarten to senior high school, in Sidoarjo, East Java. Utilizing classroom observations and post-observation interviews with four educators across public and private institutions, this research evaluates teacher perceptions and the practical application of content, process, and product differentiation. The empirical findings reveal a persistent disconnect between pedagogical awareness and actual classroom execution. Although participants expressed positive attitudes toward DI as a catalyst for student engagement, their ability to apply content differentiation varied substantially across developmental stages. Early childhood educators experienced structural barriers in adapting learning content due to young learners' dependence on direct teacher instruction. In contrast, primary and secondary teachers implemented process and product differentiation more fluently by tapping into students' growing capacity for self-directed learning, though outcomes remained tied to teacher creativity. These insights highlight the need for level-specific professional development to refine differentiation practices within evolving competency-based curricula.]]>
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