<![CDATA[This study aims to describe teachers' understanding in the Animation Expertise Program regarding the basic concept of differentiated instruction, the forms of its implementation, the challenges that emerge, and the strategies used to overcome those challenges. This research employed a qualitative approach with a case study design. The research subjects consisted of the vice principal for curriculum affairs, animation productive-subject teachers, and a guidance and counseling (BK) teacher at SMK Negeri 1 Martapura. Data were collected through observation, interviews, and documentation. Data analysis was carried out through several stages, namely data collection, data reduction, data display, and conclusion drawing and verification. The findings show that teachers have a fairly good understanding of differentiated instruction and perceive its benefits in the learning process. The implementation of differentiated instruction was carried out by mapping students' learning needs through non-cognitive diagnostic assessment conducted by the BK teacher and cognitive assessment conducted by the animation productive-subject teachers. Furthermore, teachers prepared lesson plans based on learning outcomes, applied differentiation in the aspects of content, process, and product, and conducted evaluation and reflection through formative and summative assessments. Several obstacles found in the implementation of differentiated instruction included difficulties in managing students, preparing teaching modules, students' tendency to expect instant responses, and students' low self-confidence. To overcome these obstacles, the school and teachers undertook various efforts, including encouraging the continuous implementation of differentiated instruction, strengthening collaboration among teachers, providing supportive facilities and infrastructure, and conducting ongoing evaluation and feedback.]]>
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