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The implementation of Merdeka Curriculum in Indonesia, has not been fully in line with the development of teaching materials and learning support. This imbalance makes it difficult for teachers to be learning facilitators optimally, as expected in the curriculum. This study focuses on developing a differentiated instruction (DI) module for teaching the seventh-grade students in Indonesia, specifically for descriptive text material. The research aims to address the lack of practical resources to help teachers apply the DI. ADDIE model was used to guide the module development. Needs analysis with the local English teachers to gather information on student's diversity and the teachers' awareness of DI was conducted. Tomlinson’s DI framework was used as the designing framework, incorporating different approaches to content, process, and product. The sequence is following Bloom’s Taxonomy level division to support student's learning. The module is aligned with the Ministry of Education's Learning Outcomes for phase D (grades 7-9). It was implemented in Kanisius Muntilan Junior High School to test the module's usefulness and practicality. The module was evaluated by experts to improve its functionality. The result is a ready-to-use module that serves as practical resource to help teachers use DI effectively in their classrooms.

7th Graders, Differentiated Instruction, Kurikulum Merdeka, Module