<![CDATA[Differentiated instruction is a central pillar of the Merdeka Curriculum, aiming to accommodate students’ diverse readiness, interests, and learning profiles. However, empirical evidence regarding the consistency of its impact—particularly on micro-linguistic materials such as abbreviations and acronyms at the elementary school level—remains limited. This study aims to analyze the relationship between students’ learning outcomes at the end of the first and second cycles of differentiated instruction implementation. The intervention involved systematic differentiation of content and learning processes during the first cycle, tailored to students’ initial readiness, followed by refinement in the second cycle through differentiated learning products and tasks based on reflection from previous outcomes, specifically in the context of Indonesian language materials on abbreviations and acronyms.Employing a quantitative correlational design, the study involved 25 fifth-grade students selected through total sampling. Learning outcomes were assessed through achievement tests administered at the end of each cycle and analyzed using Shapiro-Wilk normality tests, Spearman’s and Pearson’s correlations, as well as simple linear regression. The results indicated non-normal data distribution; Spearman’s correlation coefficient (ρ = 0.805, p < 0.001) revealed a very strong positive relationship between the two cycles, with the percentage of students meeting the mastery criterion increasing from 60% to 92%. These findings affirm that differentiated instruction yields consistent and cumulative benefits for Indonesian language learning outcomes. Further research employing experimental designs is recommended to strengthen causal inferences.]]>
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