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The Indonesian language curriculum in elementary schools is fundamental in fostering students’ literacy skills, particularly in reading and writing narrative texts such as fables. Despite its importance, students often encounter difficulties in understanding the structural elements of fables—namely, orientation, complication, resolution, and coda. These challenges are frequently exacerbated by variations in students’ readiness, interests, and learning profiles, which are not sufficiently addressed by conventional, one-size-fits-all teaching methods. This study adopts a qualitative library research approach to examine theoretical foundations and prior empirical studies related to differentiated instruction in the context of fable text learning. The findings suggest that differentiated instruction, by modifying content, process, product, and learning environment, effectively enhances students’ comprehension and performance in fable text structure. Furthermore, this approach aligns with the principles of the Merdeka Curriculum, which emphasizes learner-centered and inclusive education. Thus, differentiated instruction presents a promising pedagogical strategy for elementary school teachers in improving Indonesian language learning outcomes.

This study aims to improve student learning outcomes in Pancasila Education subjects through the application of the Teaching at the Right Level (TaRL) approach in class X-1 of SMA Negeri 1 Rantau Selatan. The background of this study is the low learning outcomes of students caused by differences in learning abilities that have not been accommodated in the learning process. TaRL is an approach that adjusts learning to the level of ability of each student, not only based on class level. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, each consisting of the planning, action, observation, and reflection stages. Learning begins with a diagnostic assessment to determine students' initial abilities, which then become the basis for dividing study groups. The results of the study showed a significant increase in learning outcomes, indicated by an increase in the average score from 73 in the pre-cycle to 89 in the second cycle. In addition, student activity and involvement in the learning process also increased. These findings indicate that the TaRL approach is able to answer students' learning needs more specifically and has a positive impact on the learning process and outcomes. This approach is recommended as an alternative strategy in differentiated learning.