<![CDATA[Civics and Character Education is often considered boring by elementary school students due to conventional teaching methods and limited variety in learning media. Therefore, differentiated instruction through a gamification approach is needed to improve students’ learning interest. This study aims to describe the strategies, challenges, and implications of implementing differentiated instruction through gamification among third-grade students at SD Negeri 1 Melinggih, Payangan, Gianyar. This research employed a qualitative method with a phenomenological approach. The research subjects consisted of Civics and Character Education teachers and third-grade students. Data were collected through interviews, observations, and documentation, with informants selected using purposive sampling. The findings indicate that learning strategies were implemented through planning based on the Merdeka Curriculum, teaching module development, content, process, and product differentiation, as well as formative and summative assessments. The challenges included teachers’ planning workload, limited time, and the need to adapt learning to students’ characteristics. The implementation positively influenced students’ motivation, learning comfort, active participation, and positive attitudes toward spiritual values. Thus, gamification in differentiated instruction has the potential to create more engaging and meaningful learning experiences.]]>
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