<![CDATA[Learning in Vocational High Schools (VHS) requires instructional strategies that can accommodate the diversity of students’ needs, characteristics, and learning readiness. However, predominantly uniform instructional practices are often not optimal for comprehensively improving students’ learning outcomes. This study aims to develop a differentiated learning strategy model based on students’ needs to enhance the learning outcomes of vocational high school students. The study employed a quantitative approach using an explanatory survey design. The research participants consisted of vocational high school students, and data were collected through instruments designed to identify students’ needs, assess the implementation of differentiated learning strategies, and measure learning outcomes. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among the constructs in the proposed model. The findings indicate that differentiated learning strategies positively affect students’ learning outcomes, while identifying students’ needs also significantly influences both the implementation of learning strategies and learning achievement. These findings confirm that adaptive, personalized, and student-centered learning is more effective than uniform instructional approaches. This study's novelty lies in developing a differentiated learning model for the vocational education context, based on students’ needs and validated using the SEM-PLS approach. This research strengthens the conceptual and practical foundations for developing adaptive learning in vocational education to improve both the quality of the learning process and learning outcomes.]]>
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