<![CDATA[This study aims to determine the effectiveness of differentiated instruction integrated with the Problem Based Learning (PBL) model in improving junior high school students' learning outcomes in geometry transformation. The study was motivated by differences in students' learning readiness identified through a diagnostic test, indicating the need for instructional approaches that accommodate students' diverse learning needs. A quasi-experimental method with a non-equivalent control group design was employed. The population comprised all ninth-grade students of SMP Asa Cendekia, with two classes selected as the sample, consisting of 15 students in the experimental group and 15 students in the control group. The experimental group received differentiated instruction integrated with PBL, while the control group received direct instruction. Data were collected using a diagnostic test, pre-test, post-test, observation sheets, and student response questionnaires. The study was conducted over 10 days through four meetings, consisting of a diagnostic test, pre-test, and instruction on translation, instruction on reflection, and post-test followed by a student response questionnaire. Data were analyzed using the Shapiro-Wilk normality test, Levene’s homogeneity test, N-Gain analysis, and the Mann-Whitney test. The results showed that the post-test data were not normally distributed, while the data were homogeneous. The Mann-Whitney test produced a significance value of 0,044 (P < 0,05), indicating a significant difference in learning outcomes between the experimental and control groups. The experimental group achieved an N-Gain score of 0,8309, categorized as high. These findings indicated that differentiated instruction integrated with the PBL model was effective in improving students' learning outcomes in geometry transformation within the context of this study.]]>
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