<![CDATA[This study aims to evaluate the effectiveness of the differentiation approach in English language learning based on the Merdeka Curriculum at MtsN 2 Tidore, North Maluku. This qualitative study employs an instrumental case study design, involving 3 English teachers, 15 eighth-grade students, the principal, and the vice principal for curriculum. Data is collected through participatory observation, in-depth interviews, and document analysis. The results show a comprehensive implementation of differentiation in terms of learning content, process, and product. Quantitative findings reveal significant improvements in learning outcomes (average score from 68 to 81) and specific language skills (speaking fluency +25%, vocabulary +32%, reading comprehension +20%). Qualitative data uncovers a transformation in student motivation, with 93% "enjoying class more" and 87% feeling "their uniqueness is valued." The study also highlights the synergy between differentiation and the Merdeka Curriculum, and illustrates ways to overcome implementation challenges through collaboration. In conclusion, the differentiation approach proves highly effective in this context, not only enhancing academic results but also changing how students view their potential. This research provides empirical evidence supporting the Merdeka Curriculum policy and affirms the value of learning that truly embraces student diversity.]]>
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