Tantangan dan Strategi Guru dalam Pembelajaran di Sekolah Inklusi bagi Anak Berkebutuhan Khusus di MI/SD

Abstract

Inclusive education emphasizes the provision of equitable learning opportunities for all students, including those with special needs, within a unified classroom environment. However, its implementation at the Madrasah Ibtidaiyah/Elementary School (MI/SD) level continues to face several challenges, particularly related to teacher readiness, limited resources, and the complexity of managing diverse classrooms. This study aims to examine the challenges encountered by teachers and to identify the instructional strategies employed in inclusive learning contexts. This research adopts a qualitative approach using a systematic literature review method, analyzing 20 scholarly articles published in national and international journals between 2016 and 2026. The research procedure includes literature search, selection based on inclusion criteria, data extraction, and content analysis. The findings indicate that the primary challenges include limited teacher competence in addressing the needs of students with special needs, the shortage of special assistant teachers, and inadequate supporting facilities. To address these issues, teachers apply various adaptive strategies, such as differentiated instruction, individualized learning approaches, the use of diverse instructional media, and strengthened collaboration with parents and school stakeholders. These findings highlight the importance of enhancing teacher competence and providing systemic support to improve the effectiveness of inclusive education at the MI/SD level.