This study aims to analyze the effect of implementing a differentiated learning approach in Physical Education, Sports, and Health (PJOK) on the motivation, knowledge, and skills of junior high school students. Differentiated learning is a teaching strategy designed to adapt the learning process to the needs, abilities, and interests of students, so that each student can achieve their best potential. The background of this study is based on the still low motivation and learning achievement of students in PJOK learning which tends to be uniform and does not pay attention to the diversity of student characteristics. The research method used a quasi-experimental approach with a pretest-posttest control group design. The experimental group received differentiated learning treatment, while the control group used conventional methods. Data were collected through motivation and study habits questionnaires, knowledge tests, and student skills observation sheets. Data analysis was carried out using the MANOVA test to measure the effect of treatment on the dependent variable simultaneously. The research results show that the implementation of differentiated learning significantly improves student motivation, knowledge, and skills. This approach has been proven to create a more active, enjoyable, and inclusive learning environment, as well as increase student participation in physical education, sports and health (PJOK) learning activities. By adapting learning content, processes, and products to suit their ability levels and learning styles, students become more confident, motivated, and take responsibility for their own learning. Theoretically, this research reinforces the concept of learner-centered learning as a primary foundation of 21st-century education. Practically, the results can serve as a reference for PJOK teachers in implementing adaptive and equitable learning strategies to optimize the development of students' overall potential.
Ridwan et al. (Wed,) studied this question.