<![CDATA[This study aims to describe the implementation of differentiated instruction and analyze improvements in student participation and learning outcomes in Physical Education, Sports, and Health (PJOK) classes in an inclusive setting. The research utilized the Classroom Action Research (CAR) approach, which was carried out in two cycles, involving stages of planning, execution, observation, and reflection. The participants of the study included 15 eighth-grade students at SMP Negeri 1 Malinau Selatan Hilir. Data were collected through observation and documentation, then analyzed using descriptive quantitative and qualitative methods. Interventions were implemented through instructional adjustments, direct demonstrations, the use of visual aids, modifications to physical activities, variations in difficulty levels, grouping, and individualized support tailored to students’ needs. The findings indicated that the mean level of active student participation increased from 72% in Cycle I to 84% in Cycle II. Learning outcomes also improved from an average of 68.8 in the pre-cycle to 75 in Cycle I and 93 in Cycle II. Learning mastery increased from 33.3% to 60% and reached 100%. Thus, differentiated instruction effectively increased student participation and learning outcomes in Physical Education and Health (PJOK) lessons in inclusive classrooms.]]>
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