<![CDATA[The diversity of student characteristics in the classroom presents a tangible challenge in the teaching and learning process, particularly at the elementary school level. Students exhibit variations in learning readiness, interests, learning styles, and academic abilities. This situation compels teachers to employ teaching methods that address diverse learning needs, ensuring that all students can achieve optimal learning outcomes. This article aims to systematically examine the concepts, forms, benefits, and obstacles associated with differentiated instruction in the classroom, based on a review of academic literature. A literature review method was employed, utilizing a qualitative descriptive approach to analyze national and international journal articles relevant to the theme of differentiated instruction, specifically within the elementary school context. The literature was analyzed by classifying research findings according to key themes: differentiation of content, process, product, and learning environment. Research findings indicate that differentiated instruction is effective in enhancing student learning outcomes, motivation, participation, and independence. Furthermore, it helps create a more inclusive and student-centered learning environment. This strategy enables teachers to tailor learning materials, methods, and products to meet students' specific needs and potential. However, the implementation of differentiated instruction still faces various challenges, such as a lack of teacher competence, limited planning time, and the complexities of managing a diverse classroom. Consequently, support is required to enhance teacher competence, provide necessary resources, and develop sustainable instructional systems. The study concludes that differentiated instruction is a relevant and vital strategy for the classroom; however, its successful implementation requires consistent commitment and support.]]>
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