<![CDATA[ABSTRACT The need for teaching materials that can respond to differences in students’ readiness, interests, and learning profiles provided the basis for developing a Physics module on Static Fluids. The developed product was designed to offer teaching material aligned with the Merdeka Curriculum while providing opportunities to implement differentiated learning at the senior high school level. The development process employed Research and Development (R&D) using the 4D model, which was implemented through the Development stage. The Define stage was used to map learning needs as well as the characteristics of the subject matter and students, while the Design stage translated these findings into a module, worksheets (LKPD), learning activities, and assessments. The product was subsequently refined through validation by material experts, learning-device experts, and media experts. The feasibility assessment yielded percentages of 92.13% from material experts, 95.37% from learning-device experts, and 83.33% from media experts, all of which were categorized as highly feasible. These results position the module as an alternative teaching material that meets feasibility criteria in terms of content, supporting learning components, and presentation for Static Fluids instruction. Its use in actual classroom settings still requires further investigation through practicality and effectiveness testing to obtain empirical evidence regarding its contribution to students’ learning experiences and outcomes. ABSTRAK Kebutuhan akan bahan ajar yang mampu merespons perbedaan kesiapan, minat, dan profil belajar peserta didik menjadi dasar pengembangan modul Fisika pada materi Fluida Statis. Produk yang dikembangkan diarahkan untuk menghadirkan bahan ajar yang selaras dengan Kurikulum Merdeka sekaligus memberi ruang bagi penerapan pembelajaran berdiferensiasi di jenjang SMA/MA. Proses pengembangan menggunakan Research and Development (R&D) dengan model 4D yang dilaksanakan sampai tahap Development. Tahap Define digunakan untuk memetakan kebutuhan pembelajaran dan karakteristik materi serta peserta didik, sedangkan Design menerjemahkan temuan tersebut ke dalam modul, LKPD, aktivitas pembelajaran, dan asesmen. Produk kemudian disempurnakan melalui validasi ahli materi, ahli perangkat pembelajaran, dan ahli media. Penilaian kelayakan menghasilkan persentase 92,13% dari ahli materi, 95,37% dari ahli perangkat pembelajaran, dan 83,33% dari ahli media, yang seluruhnya termasuk kategori sangat layak. Capaian tersebut menempatkan modul sebagai alternatif bahan ajar yang secara substansi, perangkat pendukung, dan penyajiannya telah memenuhi kriteria kelayakan untuk pembelajaran Fluida Statis. Penggunaan produk pada pembelajaran nyata masih memerlukan pengujian lebih lanjut melalui uji kepraktisan dan efektivitas untuk memperoleh bukti mengenai manfaatnya terhadap pengalaman dan capaian belajar peserta didik.]]>
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