This study aims to describe the implementation of differentiation learning as an effort to strengthen the Pancasila Student Profile in the independent curriculum. This research is qualitative description research using library research methods. Using data analysis techniques in the form of reading and recording techniques. The results of this study show that the differentiated approach consists of three aspects, namely content differentiation, process differentiation, and product differentiation. 1) Content differentiation includes what students learn. In this regard, teachers modify the curriculum and teaching materials based on the learning styles and disability proceedings possessed by students. The content of the curriculum is adjusted to the circumstances and abilities of the students. 2) Process differentiation is the way students process and process ideas and information. How students interact with the material and how that interaction becomes a part that then determines student learning choices. Due to the many learning styles and differences in learning style choices presented by students, the class must be modified to accommodate different learning needs. 3) Product differentiation is how students demonstrate what they have learned. Learning products allow teachers to assess what material has been mastered by students and then present the next material. Student learning styles can also determine what student learning outcomes will be shown to the teacher.

Indonesian students who study in Singapore experience a lot of cultural shock. This happened because of the many differences in the education system between Indonesia and Singapore. This study aims to analyze the cultural shock experienced by Indonesian students in Singapore. The research applied a qualitative descriptive research method that using library research based on Sverre Lysgaard (1955) theory, some Indonesian students who are still in college and have also graduated from college in the last 5 years in Singapore became the object of research in the internet site “Quora” about how it's like studying in Singapore. The result shows that many Indonesian students experience cultural shock based on the opinions or comments given in the comments column. The percentage of stages experienced by Indonesian students shows that the honeymoon stage is 20%, frustration stage is 30%, adjustment stage is 20%, and also adaptation stage is 30%. There are many differences in the education system in Indonesia and Singapore which are the main challenges in getting an education, one of which is about activities in learning and the attendance system in class. Not only that, the support from the teaching workforce and language also triggered the Cultural shock experienced by Indonesian students studying in Singapore.