STUDI KASUS PRAKTIK PEMBELAJARAN BERDIFERENSIASI PADA KELAS INKLUSI DI SDN KARUNDANG 1 KOTA SERANGReva NakhwaDhiyaauthorThis research is motivated by the condition of differentiated learning groups in inclusive classes, thus requiring the importance of preparedness in planning, implementation, evaluation, and the formation of tolerance among students. Based on a preliminary study through a diagnostic assessment, the diversity of learning styles was mapped, consisting of 6 auditory students, 14 visual students, and 20 kinesthetic students. Based on this urgency and data, this study aims to describe the implementation of these four aspects in differentiated learning in inclusive classes at SDN Karundang 1, Serang City. This study used a qualitative approach with descriptive methods. Data were collected through interviews, observations, and documentation, with the researcher as the main instrument. The results showed that learning plans were systematically prepared based on the initial diagnostic assessment, which included determining learning objectives, determining learning models, determining learning media, and planning assessments. This planning still refers to uniform learning outcomes for all students, but provides differentiation in the process and product according to individual readiness. The implementation of learning is flexible with the application of a variety of methods, media, and forms of assignments that are adjusted without lowering competency standards. Comprehensive evaluations are conducted through cognitive tests and daily reflections to monitor students' emotional engagement. Furthermore, a positive attitude of tolerance and social awareness is fostered among students, demonstrated through natural interactions and acceptance of their inclusive peers. Thus, differentiated learning is a crucial strategy for achieving equitable, inclusive, and meaningful education for all students.LB1501 Primary Education2026-04-21UNIVERSITAS SULTAN AGENG TIRTAYASA;PENDIDIKAN GURU SEKOLAH DASARThesis