<![CDATA[This research is conducted to (1) evaluate the execution of Problem Based Learning (PBL)-based differentiation learning on the diversity and classification of living things material in inclusive junior high school classes. (2) analyze the improvement of science understanding of inclusive junior high school class VII students on the diversity and classification of living things material through the implementation of Problem Based Learning (PBL)-based differentiation learning. This investigation employs a classroom action research (CAR) design executed across two cycles. The study involved 10 seventh-grade students at SMP Negeri 1 Mentarang Hulu as the research subjects. Data were gathered through observation, testing, and documentation methods. Furthermore, the research instruments encompassed observation sheets for both teacher and student activities, alongside tests measuring the comprehension of science concepts and relevant documentation. The collected data underwent descriptive analysis utilizing both quantitative and qualitative approaches. The findings of this research demonstrate that (1) the implementation of Problem Based Learning (PBL)-based differentiation learning includes student orientation to contextual problems, organizing students in learning activities according to their learning readiness, guiding individual and group investigations, compiling and presenting problem-solving results, as well as reflection and evaluation of the learning process and outcomes.]]>
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