<![CDATA[This study aims to describe the implementation of differentiated instruction in the Pancasila Education subject for first-grade students at SD Negeri Beji, Banjarmangu District, Banjarnegara Regency. The research is motivated by the diverse characteristics of students in terms of readiness, interests, and learning styles, requiring instructional strategies that accommodate individual needs. The research employed a descriptive qualitative method with data collected through observation, interviews, and documentation. The findings indicate that the teacher implemented differentiated instruction through three main stages: planning, implementation, and evaluation. In the planning stage, the teacher conducted diagnostic assessments to map students’ learning needs and designed lesson plans based on learning objectives. During implementation, the teacher applied differentiation strategies in content, process, and product, adapted to students’ learning profiles. In the evaluation stage, both formative and summative assessments were used, along with individual and constructive feedback. The application of differentiated instruction positively impacted students’ engagement and motivation in learning. However, challenges such as limited teaching media and time constraints were still encountered. This research is expected to serve as a reference for teachers in developing adaptive, inclusive, and student-centered learning practices.]]>
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