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Abstract

This study aims to describe the planning and implementation of differentiated Physics instruction in Grade X at SMKN 3 Maumere. A descriptive qualitative approach was employed in this study. The research subjects consisted of one Physics teacher and 20 Grade X students. Data were collected through documentation, interviews, and questionnaires to obtain a comprehensive understanding of the research focus. The findings indicate that instructional planning was conducted systematically through diagnostic assessment, which was used to adjust content, process, product, and learning environment by considering students’ readiness, interests, and learning styles. During the implementation stage, a differentiated instruction approach was applied, encompassing differentiation of content, process, product, and learning environment in accordance with students’ characteristics. Questionnaire results show that the majority of students perceived the learning process as fully aligned with their learning needs and preferences. This confirms that Physics instruction in Grade X at SMKN 3 Maumere has implemented a differentiated instruction approach.

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Copyright (c) 2026 Maria Bernadetha Dua Riong, Fransiska Dua Gokun, Agustinus Renaldi Moa

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Dua Riong, M. B., Gokun, F. D., & Moa, A. R. (2026). Telaah Perencanaan dan Pelaksanaan Pembelajaran Fisika dengan Pendekatan Diferensiasi di SMKN 3 Maumere. PENDIPA Journal of Science Education, 10(1), 241–248. https://doi.org/10.33369/pendipa.10.1.241-248
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