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Abstract

This study examined the implementation of differentiated instruction at SMA Negeri 49 Jakarta, focusing on the identification of learning needs, the application of differentiation strategies, the challenges encountered, and the solutions adopted. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation. Lead teachers used cognitive and non-cognitive diagnostic assessments to group students according to their initial abilities and improve instructional effectiveness. Differentiation was implemented by modifying content, processes, products, and the learning environment. The main challenges included teacher workload, limited facilities, and students’ negative perceptions of grouping. Proposed solutions included the use of social media, appropriately weighted assignments, and retesting as a remedial strategy. Teachers also involved students in establishing classroom agreements to create an inclusive learning environment. The findings emphasize the importance of flexible differentiation strategies and effective classroom management in improving instructional quality. The success of differentiated instruction depends on teacher readiness and school support in providing adequate facilities. The study recommends developing more adaptive and student-needs-based methods that may serve as a reference for other schools seeking to optimize differentiated instruction.

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