<![CDATA[This study analyzes the design quality of Indonesian language teaching modules developed by preservice teachers, examining their integration of Project-Based Learning (PjBL), differentiated instruction, and deep learning principles as operationalized in the Merdeka Curriculum. While PjBL and differentiation are researched separately, limited evidence exists on how preservice teachers integrate these frameworks coherently in module design. Data were collected from 72 teaching modules created by fourth-semester students of the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, Tanjungpura University. Using quantitative descriptive analysis with an observation checklist, four dimensions were evaluated: module structural completeness, PjBL syntax implementation, differentiation integration, and deep learning principles. Results showed that preservice teachers demonstrated strong technical competence: module completeness averaged 95.2%, PjBL syntax 86.3%, and deep learning principles 94.9%. However, differentiation integration was substantially lower at 62.6%, indicating a notable gap between technical and strategic pedagogical competencies. While preservice teachers successfully implemented structural and syntactic requirements, they showed less proficiency in designing differentiated activities that respond to students' varying readiness levels and interests within PjBL stages. These findings suggest that preservice teacher preparation programs require intensified focus on translating differentiation theory into design practice. The study contributes evidence-based understanding of preservice teacher module design competencies and offers recommendations for teacher education curricula aligned with the Merdeka Curriculum.]]>
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