<![CDATA[This study aimed to examine the implementation of differentiated learning in the Merdeka Curriculum and changes in students’ IPAS learning outcomes. This study employed a mixed-methods approach with a Sequential Explanatory design. The quantitative phase used a one-group pretest-posttest design involving 35 fourth-grade students at MIS Hi Achmad Syukur. Data were collected through learning outcome tests, observations, interviews, and documentation. Quantitative data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a Paired-Samples t-test, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The quantitative findings showed that the students’ mean score increased from 56.14 on the pretest to 71.43 on the posttest, with an average increase of 15.29 points. The Paired-Samples t-test indicated a statistically significant difference between the pretest and posttest scores, t(34) = -4.608, p < .001. The qualitative findings showed that differentiated learning was implemented through differentiation of content, process, and product. Classroom observations indicated that the implementation was in the very good category, with an overall mean score of 3.53. The findings suggest that the implementation of differentiated learning was followed by an improvement in students’ IPAS learning outcomes and increased student engagement during learning activities. However, because this study used a one-group pretest-posttest design without a control group, the findings should be interpreted as evidence of changes following implementation rather than as definitive causal effects. ]]>
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