Penguatan Kompetensi Guru PAUD dalam Mendukung Pendidikan Inklusif: Tinjauan Sistematis Literatur
Strengthening Early Childhood Education Teacher Competencies to Support Inclusive Education: A Systematic Review of the Literature
DOI:
https://doi.org/10.35473/ijec.v7i2.4142Keywords:
Penguatan Kompetensi, Guru PAUD, Pendidikan Inklusif, Anak Berkebutuhan KhususAbstract
Inclusive education is an effort to provide equal education for all children, including children with special needs (CWSN), within the same educational system. This study aims to identify and analyze the strengthening of early childhood education (ECE) teacher competencies in supporting inclusive education in Indonesia. Based on a systematic review of 16 relevant articles, it was found that although many ECE teachers show a positive attitude toward inclusion, they feel professionally unprepared to face the challenges presented by CWSN. Limitations in relevant training and a lack of in-depth resources are the main obstacles in implementing inclusive education in ECE settings. However, community-based training, workshops, and mentoring have proven to enhance teachers' understanding and skills in managing inclusive classrooms. Additionally, collaboration with parents and other professionals, such as psychologists and therapists, is also an important factor in supporting the success of inclusive education. This study shows that strengthening teacher competencies through continuous and collaborative training can address existing challenges and improve the quality of inclusive education in ECE. The findings provide significant contributions to designing more effective policies to support inclusive education in Indonesia.
ABSTRAK
Pendidikan inklusif merupakan upaya untuk memberikan pendidikan yang setara bagi semua anak, termasuk anak berkebutuhan khusus (ABK), dalam satu sistem pendidikan yang sama. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis penguatan kompetensi guru PAUD dalam mendukung pendidikan inklusif di Indonesia. Berdasarkan tinjauan sistematis terhadap 16 artikel yang relevan, ditemukan bahwa meskipun banyak guru PAUD menunjukkan sikap positif terhadap inklusi, mereka merasa kurang siap secara profesional dalam menghadapi tantangan yang dihadapi ABK. Keterbatasan dalam pelatihan yang relevan dan kurangnya sumber daya mendalam menjadi hambatan utama dalam pelaksanaan pendidikan inklusif di PAUD. Meskipun demikian, pelatihan berbasis komunitas, lokakarya, dan mentoring terbukti meningkatkan pemahaman dan keterampilan guru dalam mengelola kelas inklusif. Selain itu, kolaborasi dengan orang tua dan tenaga profesional lainnya, seperti psikolog dan terapis, juga menjadi faktor penting untuk mendukung keberhasilan pendidikan inklusif. Penelitian ini menunjukkan bahwa penguatan kompetensi guru melalui pelatihan yang berkelanjutan dan berbasis kolaborasi dapat mengatasi tantangan yang ada dan meningkatkan kualitas pendidikan inklusif di PAUD. Temuan ini memberikan kontribusi penting dalam merancang kebijakan yang lebih efektif untuk mendukung pendidikan inklusif di Indonesia.
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