TRANSFORMASI KOMPETENSI GURU DALAM PENDIDIKAN INKLUSI  DI SEKOLAH DASAR: TRANSFORMASI KOMPETENSI GURU DALAM PENDIDIKAN INKLUSI  DI SEKOLAH DASAR

Evi ERMAWATI; Ghaida Zahra Yunia; Choiriyah Widyasari

doi:10.26740/inklusi.v10n2.p53-68

Authors

Evi ERMAWATI Universitas Muhammadiyah Surakarta
Ghaida Zahra Yunia Universitas Muhammadiyah Surakarta
Choiriyah Widyasari Universitas Muhammadiyah Surakarta

DOI:

https://doi.org/10.26740/inklusi.v10n2.p53-68

Keywords:

teacher competence; inclusive education; lesson study; coaching; professional learning community

Abstract

This study aims to describe teacher competence development in inclusive education through Lesson Study, coaching, and Professional Learning Community (PLC) at SD Negeri Jajar, Surakarta. A qualitative case study design was employed. Data were collected through in-depth interviews with six teachers, observabtions of classroom learning and professional development activities, and documentation including lesson plans, syllabi, and activity records. The data were analyzed thematically to identify patterns of competence development and relationships across data sources. The findings indicate that Lesson Study provided a space for reflection on lesson planning and classroom practice; coaching offered individualized support for adapting teaching strategies to students’ needs; and PLC strengthened collaboration and the exchange of professional practices among teachers. These three activities complemented one another in supporting the development of pedagogical, reflective, adaptive, and collaborative practices. However, the findings are limited to the context of one school and do not measure effects on student achievement or character development. The study provides a contextual account of teacher professional learning to support inclusive education practices.

References

Aljamaliah, S. Nailul Muna, Andoyo Sastromiharjo, and Deden Much. Darmad. 2025. “Strategi Inovatif Guru Dalam Mengintegrasikan Media Pembelajaran Untuk Kreativitas Siswa.” Jurnal.Ustjogja.Ac.Id/Index.Php/Caraka Strategi 11(2):454–65.

Andini, Dinar Westri. 2022. “Differentiated Instruction: Solusi Pembelajaran Dalam Keberagaman Siswa Di Kelas Inklusif.” Trihayu: Jurnal Pendidikan Ke-SD-An 2(3):340–49. doi:10.30738/trihayu.v2i3.725.

Arbi, Zidan Fahman, and Amrullah. 2024. “Transformasi Sosial Dalam Pendidikan Karakter Di Era Digital : Peluang Dan Tantangan.” Social Studies In Education 02(02):191–206.

Astuti, Dini, Eva Dianawati Wasliman, and Sri Handayani. 2026. “Strategi Peningkatan Kompetensi Pedagogik Guru Berbasis Lesson Study Di Sekolah Dasar.” JIIP (Jurnal Ilmiah Ilmu Pendidikan) 9(2):1954–63.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

European Agency for Development in Special Needs Education. (2012). Profile of inclusive teachers. Odense, Denmark: European Agency for Development in Special Needs Education.

Jatmiko, Henry Trias Puguh, and Rian Surya Putra. 2022. “Refleksi Diri Guru Bahasa Indonesia Dalam Pembelajaran Berdiferensiasi Di Sekolah Penggerak.” Lingua Franca:Jurnal Bahasa, Sastra, Dan Pengajarannya 6(2):224. doi:10.30651/lf.v6i2.14701.

Krisnawati, Ristiya. 2025. “Peningkatan Kompetensi Pedagogik Guru Sekolah Dasar Melalui Model Lesson Study Berbasis Refleksi.” Jurnal Teknologi Pendidikan Dan Pembelajaran (JTPP) 03(02):283–90.

Luong, Gia Yen. 2025. “The Effectiveness of Mentoring, Coaching, and Induction Practices for Early Career Teachers: A Scoping Review.” Teaching and Teacher Education 163(March):105065. doi:10.1016/j.tate.2025.105065.

Makhsumah, Ratna, Ceria Azizah, Khusnul Setiya Anzasari, and M. Furqon Wahyudi. 2025. “Strategi Supervisi Kolaboratif Berbasis Lesson Study Dalam Meningkatkan Kompetensi Dan Kinerja Guru Sdi Sdn Cangkringmalang II.” Pendas : Jurnal Ilmiah Pendidikan Dasar 10(04):224–38.

Mulyani, Elis Karwati Sri, and Pepen Supendi. 2024. “Analisis Pelaksanaan Professional Learning Community (Plc) Di Smp Al-Amanah Cileunyi: Pemahaman, Kendala, Dan Strategi Pengembangan.” Jurnal Manajemen Pendidikan Dan Keislaman 13(2):366–76.

Munawir, Munawir, Nadia Mahirotul Septya, Reza Amalia, and Zakia Muallifa. 2025. “Tantangan Dan Strategi Guru Profesional Dalam Menangani Keberagaman Siswa Di Pendidikan Inklusif.” Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan) 6(2):275–83. doi:10.54371/ainj.v6i2.858.

Nurhidayat, Jaka, Wida Widaningsih, and Sofyan Iskandar. 2024. “Paradigma Baru Supervisi Coaching Model Tirta Sebagai Manifestasi Peningkatan Mutu Sekolah.” Pendas : Jurnal Ilmiah Pendidikan Dasar 09(04):123–36.

Rini, Ambar Prisetia. 2021. “Lesson Study for Learning Community (Lslc).” Ta’lim 3(01):25–38. doi:10.36269/tlm.v3i01.376.

Sugiyono. 2019. Metode Penelitian Kualitatif: Teori Dan Penerapannya. Vol. 2.

Tanggulungan, Liliana, and Hotmaulina Sihotang. 2023. “Supervisi Akademik Dengan Coaching Model Tirta Untuk Meningkatkan Kualitas Pembelajaran Di Sekolah.” Jurnal Pendidikan Tambusai 7(3):31399–407. doi:10.51878/educational.v4i2.2891.

Wardani, Indah Kusuma, Elvyna Ana Sholikhah Diah Kurnia, Kusyuliarto, Minsih, and Choiriyah Widyasari. 2024. “Implementasi Modifikasi Kurikulum Berbasis Inklusif Di SDN Nglorog 3.” Journal of Education 06(03):17254–61.

Yusnita, Adelia, Reonaldi, Rizky Fernanda, and Ade Irma. 2025. “Peran Kompetensi Pedagogik Dalam Meningkatkan Kualitas Pembelajaran Di Kelas.” Jurnal Media Akademik (JMA) 3(6):1–10. https://jurnal.mediaakademik.com/index.php/jma/article/view/2102.