<![CDATA[This study aimed to analyze the implementation of differentiated learning through innovative classroom management strategies to support the learning process of third-grade elementary school students identified as slow learners. A qualitative approach with a case study design was employed in a third-grade classroom at an elementary school in Sleman Regency. Data were collected through in-depth teacher interviews, classroom observations, and analysis of learning and assessment documents. The data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings showed that the teacher systematically implemented differentiated learning by adapting content, processes, products, and the learning environment. The strategies included simplifying learning materials, utilizing technology-based instructional media, providing gradual scaffolding, implementing alternative assessment methods, and organizing a classroom environment that encouraged active student engagement. These strategies improved students’ participation, conceptual understanding, and learning comfort. The study confirms that adaptive and continuous differentiated learning can serve as an effective operational strategy for promoting inclusive and equitable education in elementary schools, in line with the principles of the Merdeka Curriculum. The findings provide empirical contributions to strengthening inclusive learning practices and offer practical guidance for teachers implementing differentiated instruction in heterogeneous classrooms.]]>
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