<![CDATA[This study investigated the implementation of the Notion application as a differentiated instruction tool to improve students’ learning progress in English. The research was conducted with Grade X Fashion Design students at SMK Negeri 1 Tutar, Polewali Mandar, West Sulawesi. The study was motivated by students’ low English achievement, limited motivation, monotonous classroom instruction, and the underuse of digital learning media despite the availability of internet access. This research employed classroom action research supported by mixed-method data collection. The action research followed the Kemmis and McTaggart model consisting of planning, action, observation, and reflection. The data were collected through observation, learning achievement tests, questionnaires, and interviews. The intervention involved the use of Notion to provide differentiated content, process, and product activities through text, images, audio, video, tasks, worksheets, and collaborative learning spaces. The findings showed that students’ English learning outcomes improved across the cycles. In the pre-cycle stage, the students’ mean score was 49.37, with only 25% of students achieving the minimum mastery criterion. After Cycle I, the mean score increased to 57.81, with 37.5% mastery. After Cycle II, the mean score rose significantly to 81.56, with 75% of students achieving mastery. Students also showed positive responses toward the use of Notion, with an average response percentage of 70%, categorized as high. These findings indicate that Notion can support differentiated instruction by making English learning more flexible, organized, engaging, and responsive to students’ needs. The study concludes that Notion is an effective digital learning tool for improving students’ learning progress in English.]]>
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