<![CDATA[This study aimed to analyze the implementation of differentiated instruction under the Merdeka Curriculum in Grade XI Biology classes at Public Senior High School 1 Tinambung and to identify the factors that support or hinder its implementation. A descriptive qualitative approach was used to provide an account of classroom teaching and learning practices. The participants were Biology teachers and Grade XI students. Data were collected through classroom observations, document analysis, and in-depth interviews. They were then analyzed systematically through data reduction, data presentation, and conclusion drawing. The findings show that teachers implemented four aspects of differentiated instruction: content, process, product, and learning-environment differentiation. They used diagnostic assessments to gather information about students’ characteristics and grouped students according to their ability levels, interests, or learning preferences. However, implementation was constrained by inadequate facilities and infrastructure, as well as limited instructional time. Student motivation was a supporting factor: when instruction was adapted to students’ needs and learning preferences, they tended to be more motivated and actively participate in learning activities.]]>
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