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bibo:abstract "This research is motivated by the condition of differentiated learning groups in \r\ninclusive classes, thus requiring the importance of preparedness in planning, \r\nimplementation, evaluation, and the formation of tolerance among students. Based \r\non a preliminary study through a diagnostic assessment, the diversity of learning \r\nstyles was mapped, consisting of 6 auditory students, 14 visual students, and 20 \r\nkinesthetic students. Based on this urgency and data, this study aims to describe the \r\nimplementation of these four aspects in differentiated learning in inclusive classes \r\nat SDN Karundang 1, Serang City. This study used a qualitative approach with \r\ndescriptive methods. Data were collected through interviews, observations, and \r\ndocumentation, with the researcher as the main instrument. The results showed that \r\nlearning plans were systematically prepared based on the initial diagnostic \r\nassessment, which included determining learning objectives, determining learning \r\nmodels, determining learning media, and planning assessments. This planning still \r\nrefers to uniform learning outcomes for all students, but provides differentiation in \r\nthe process and product according to individual readiness. The implementation of \r\nlearning is flexible with the application of a variety of methods, media, and forms \r\nof assignments that are adjusted without lowering competency standards. \r\nComprehensive evaluations are conducted through cognitive tests and daily \r\nreflections to monitor students' emotional engagement. Furthermore, a positive \r\nattitude of tolerance and social awareness is fostered among students, \r\ndemonstrated through natural interactions and acceptance of their inclusive peers. \r\nThus, differentiated learning is a crucial strategy for achieving equitable, inclusive, \r\nand meaningful education for all students."^^xsd:string;
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