Challenges of Implementing Differentiated Learning in Social Science Subjects in Elementary Schools in Manggarai Region

This study investigates the challenges of implementing differentiated learning in Social Sciences across six elementary schools in the Greater Manggarai area. Employing a qualitative methodology, the research examines teachers' experiences in adapting learning strategies to students' diverse abilities, interests, and learning styles. Through in-depth interviews, classroom observations, and document reviews, the study ensures data validity via source and method triangulation. Analysis using the Miles and Huberman interactive model revealed four key challenges: (1) limited understanding of differentiated learning concepts, (2) time and resource constraints, (3) complexity in designing activities for varied student abilities, and (4) assessment difficulties. The region's geographical and socio-economic conditions further complicate effective implementation. The study proposes targeted solutions, including continuous professional development for teachers, practical implementation guidance, and comprehensive support from educational stakeholders to enhance differentiated learning practices in the region