PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM MENDUKUNG PERKEMBANGAN ANAK USIA DINI DI TK HANG TUAH TARAKAN

The study entitled “Implementation of Differentiated Instruction in Supporting Early Childhood Development at TK Hang Tuah Tarakan” aims to examine how differentiated instruction is applied at TK Hang Tuah Tarakan as a strategy to holistically support early childhood development. Early childhood education is a crucial foundation for cognitive, socio-emotional, language, motor, moral, and artistic growth. However, the diversity of learning styles, interests, and readiness among children requires teachers to adjust the content, process, and product of learning. Grounded in Vygotsky’s constructivist theory, this research employs observation, interviews, and document analysis to evaluate the alignment of teaching practices with differentiation principles and national policies such as Permendikbudristek No. 5/2022. Findings show that teachers provide varied activities tailored to visual, auditory, and kinesthetic learners, while adjusting tasks according to children’s interests and readiness. Content differentiation is achieved through flexible materials and learning contracts, process differentiation through collaborative activities and mini-lessons, and product differentiation through creative outputs such as storytelling and art. This implementation supports six developmental aspects, though challenges remain in teacher competence, instructional media, and parental involvement. The study proposes a contextual conceptual model that can serve as a practical reference for other PAUD institutions, while enriching the literature on differentiated instruction in North Kalimantan.