STRATEGI GURU UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR SISWA SD DENGAN KEBUTUHAN KHUSUS : SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.34125/jkps.v11i1.1579Keywords:
Pendidikan Inklusif, Kemandirian Belajar, Siswa Berkebutuhan Khusus, Strategi Guru Dan Sekolah DasarAbstract
Objektif: Penelitian ini bertujuan mengkaji strategi guru dalam meningkatkan kemandirian belajar siswa berkebutuhan khusus di sekolah dasar inklusif. Metode: Penelitian menggunakan pendekatan Systematic Literature Review (SLR) dengan pedoman PRISMA 2020. Penelusuran artikel dilakukan melalui basis data Scopus dengan rentang publikasi 2017–2025. Sebanyak 12 artikel yang memenuhi kriteria inklusi dianalisis secara tematik. Hasil: Hasil kajian menunjukkan bahwa kemandirian belajar siswa berkebutuhan khusus didukung melalui pembelajaran aktif dan terstruktur, penyesuaian tugas, scaffolding, dukungan teman sebaya, serta pemanfaatan teknologi bantu. Penerapan prinsip Universal Design for Learning (UDL) dan penataan lingkungan belajar yang aksesibel turut memperkuat kemampuan siswa untuk belajar secara lebih mandiri. Kolaborasi antara guru, orang tua, dan tenaga pendukung juga berperan penting. Kebaruan: Studi ini menyajikan sintesis ringkas dan terintegrasi mengenai strategi guru dalam menumbuhkan kemandirian belajar siswa berkebutuhan khusus di sekolah dasar inklusif.
Kata kunci: pendidikan inklusif, kemandirian belajar, siswa berkebutuhan khusus, strategi guru dan sekolah dasar
References
Abdulah, N. N., & Mahmud, M. S. (2025). Teaching Competencies of Mathematics Teachers in Inclusive Education at Primary Schools. International Journal of Learning, Teaching and Educational Research, 24(1), 190–208. https://doi.org/10.26803/ijlter.24.1.10
Aktepe, V., & Sümer Dodur, H. M. (2025). Turkish teachers’ views on the inclusion of children with special needs in schools: a mixed-methods study. Social Psychology of Education, 28(1), 110. https://doi.org/10.1007/s11218-025-10070-4
Alexander, K. L. (2024). Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms. The Reading Teacher, 77(6), 991–996. https://doi.org/10.1002/trtr.2329
Alimuddin, A., Dassa, A., & Amaliah, A. A. (2022). Pengaruh Kemandirian Belajar, Kecemasan Matematika dan Prokrastinasi terhadap Prestasi Belajar Matematika Siswa SMP. Issues in Mathematics Education (IMED), 6(2), 141. https://doi.org/10.35580/imed32234
Atika, A. (2024). Praktik Pendidikan Inklusif untuk Anak Berkebutuhan Khusus di Sekolah Dasar. Harakat An-Nisa: Jurnal Studi Gender Dan Anak, 9(1), 45–54. https://doi.org/10.30631/91.45-54
Azizah, R., Nurfadillah, Selvy, Nurfadillah, & Amelia, A. R. (2022). Peran Guru Dalam Meningkatkan Kemandirian Adl Anak Tunagrahita Tingkat Smp Kelas Vii Di Slb Jenetallasa. Jurnal Penelitian Dan Penalaran, 9, 46.
Bedha Tamela, Joni Bungai, & Wawan Kartiwa. (2020). Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya). Journal of Environment and Management, 1(2), 134–142. https://doi.org/10.37304/jem.v1i2.1750
Damyanov, P. K. (2024). Effective Pedagogical Strategies and Support Mechanisms for Enhancing the Learning Outcomes of Students with Special Educational Needs: A Systematic Approach. International Journal of Scientific Research and Management (IJSRM), 12(10), 3700–37218. https://doi.org/10.18535/ijsrm/v12i10.el03
Du Preez, H., & Combrinck, C.-M. (2022). The Sensory Classroom Teacher Questionnaire: A tool for assessing conducive classroom conditions for children with ADHD. African Journal of Psychological Assessment, 4. https://doi.org/10.4102/ajopa.v4i0.107
Egeland-Eriksen, S., Bjørkøy, I., Pettersen, M., & Chahboun, S. (2025). Breaking the silence: Norwegian teachers’ perspectives on adapting language environments for AAC users. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1535819
Garcia-Melgar, A., Hyett, N., Bagley, K., McKinstry, C., Spong, J., & Iacono, T. (2022). Collaborative team approaches to supporting inclusion of children with disability in mainstream schools: A co-design study. Research in Developmental Disabilities, 126, 104233. https://doi.org/10.1016/j.ridd.2022.104233
Haniifah, H., & Efendi, M. E. (2022). Peran Penting Guru Pembimbing Khusus Dalam Pendidikan Inklusi Di SDI Al-Muttaqin. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, Vol 8, No.
Hayes, C., & Proulx, M. J. (2024). Turning a blind eye? Removing barriers to science and mathematics education for students with visual impairments. British Journal of Visual Impairment, 42(2), 544–556. https://doi.org/10.1177/02646196221149561
Isyatirradhiyah, I., Afandi, A., Marlina, R., & Agustina, L. K. (2025). Strategies, approaches, and best practices of inclusive education in regular schools: Systematic literature review. Research and Development in Education (RaDEn), 5(1), 243–258. https://doi.org/10.22219/raden.v5i1.38046
Kalenjuk, E., Subban, P., Laletas, S., & Wilson, S. (2024). ‘ That’s Not Something That’s Necessarily on the Radar ’: Educators’ Perspectives on Dysgraphia. Australasian Journal of Special and Inclusive Education, 48(1), 30–45. https://doi.org/10.1017/jsi.2023.17
Khairudin, & Afandi, N. K. (2024). Pendekatan Psikologi Guru dalam Meningkatkan Efektivitas Pembelajaran di Sekolah Dasar: Studi Kasus di SDN 023 Tenggarong. Rayah Al-Islam, 8(4), 2617–2627. https://doi.org/10.37274/rais.v8i4.1240
Krobo, A. (2020). Identifikasi Penerapan Pendidikan Karakter (Pilar Dua : Kemandirian, Disiplin dan Tanggung Jawab) Di TK. Pertiwi XIII Kotaraja. PERNIK : Jurnal Pendidikan Anak Usia Dini, 3(1), 45–55. https://doi.org/10.31851/pernik.v3i2.4840
Kumar, D., Sunder, N., Sabates Aysa, R., & Wadhwa, W. (2024). Improving children’s foundational learning through community-school participation: Experimental evidence from rural India. Labour Economics, 91, 102615. https://doi.org/10.1016/j.labeco.2024.102615
Matthew J Page, Joanne E McKenzie, Patrick M Bossuyt, I. B., Tammy, Hoffmann, C., Cynthia D Mulrow, Larissa Shamseer, Jennifer M Tetzlaff, E. A. A., Sue E Brennan, Roger Chou, Julie Glanville, Jeremy M Grimshaw, A. H., Manoj M Lalu, Tianjing Li, Elizabeth W Loder, Evan Mayo-Wilson, S. M., Luke A McGuinness, Lesley A Stewart, James Thomas, Andrea C Tricco, V. A. W., & Penny Whiting, D. M. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Research Methods And Reporting. https://doi.org/https://doi.org/10.1136/bmj.n71
Mulyati, T., Utami, S. B., & Susilo, H. (2021). Pemberdayaan Siswa Berkebutuhan Khusus Melalui Keterampilan Untuk Melatih Kemandirian Di Slb Psm Takeran – Magetan. Jurnal Terapan Abdimas, 6(1), 78. https://doi.org/10.25273/jta.v6i1.7463
Mustika, D., Romadan, S., & Jelita, W. (2025). Peran Guru dalam Mendukung Anak Berkebutuhan Khusus Dikelas Inklusif. 9, 19044–19051.
N. Rante, S. V., Helaluddin, H., Wijaya, H., Tulak, H., & Umrati, U. (2020). Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia. Universal Journal of Educational Research, 8(11B), 6340–6350. https://doi.org/10.13189/ujer.2020.082273
Nindi Febriana Fatmawati, Nur Fadilatin Umar, Sayekti, H., & Minsih. (2024). Strategi Pembelajaran Kreatif Dalam Pendidikan Inklusi Di Jenjang Sekolah Dasar. Jurnal Pendidikan Inklusi Citra Bakti, 2(2), 118–132. https://doi.org/10.38048/jpicb.v2i2.3890
Noura Aulya Damayanti, N. E. H. (2025). Peran Guru dalam Meningkatkan Keterampilan Bina Diri Anak Tunagrahita Sedang di SLB Samudra Terra Athena. EBTIDA’: Jurnal Pendidikan Dasar Islam, 5.
Nugroho, A. R., Setiawan, D., & Prasetyo, H. (2021). Strategi Positive Behavior Support (PBS) dalam Penguatan Kemandirian Anak Berkebutuhan Khusus. Jurnal Pendidikan Khusus, 14(2), 87–94.
Octaviani, A., Ananda, Y., Krisdiana, M., Ariska, Dian, A., & Pertiwi. (2025). Peran Guru terhadap Kemandirian Anak Kesulitan Belajar. Murhum : Jurnal Pendidikan Anak Usia Dini, 6, 1320–1334.
Patricio, F. H. R., Viviana, V. J. O., Clemente, A., & Santafe, V. (2025). Designing and Implementing Authentic Inclusive Projects for Collaborative Learning in EFL Classrooms. 07(03), 790–799.
Retno, B., Sahida, D., Tomi, D., Sutrisno, S., Purhanudin, M. V., & Sitopu, J. W. (2023). Pentingnya Pendidikan Karakter Sejak Dini Dalam Dunia Pendidikan. Journal on Education, 6(1), 74–81. https://doi.org/10.31004/joe.v6i1.2914
Rosero, X., & Inga, E. (2025). Transforming Inclusive Education Through Gamification and Active Learning Strategies. 1–21.
Saini, R., Nordin, Z. S., Hashim, M. H., & Abol, M. T. (2024). Universal Design for Learning (UDL) to Facilitate the Learning of Students with Intellectual Disabilities within the Inclusive Educational Context in Sarawak, East Malaysia. International Journal of Special Education (IJSE), 39(2), 12–23. https://doi.org/10.52291/ijse.2024.39.18
Siti Nurhalisa Lasikua, Andi Agusniatih, dan F. (2025). ImplementasiPembelajaran Berbasis Proyek untuk Meningkatkan Kemandirian Anak. Murhum : Jurnal Pendidikan Anak Usia Dini, 6.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research. https://doi.org/https://doi.org/10.1016/j.jbusres.2019.07.039
Utari, D. (2021). Implementasi Kebijakan Pendidikan Inklusif Di Sekolah Dasar Juara Kota Yogyakarta. Spektrum Analisis Kebijakan Pendidikan, 9(2), 175–188. https://doi.org/10.21831/sakp.v9i2.17047
Vrisaba, N. A., Anggara, O. F., & Satiningsih, S. (2023). Penerapan Pemeriksaan Psikologis pada Anak Berkebutuhan Khusus untuk Memaksimalkan Potensi. JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia), 4(1), 95–105. https://doi.org/10.36596/jpkmi.v4i1.603
Yunitasari, S. E., Nofrianto, R., Heryani, Y., & Hafid, P. Y. (2024). Peran Guru Pendamping Khusus Dalam Mendukung Program Inklusi di TKIT Lentera Insan CDEC Depok. 10(January), 347–352.
Zelynda Zeinab Malizal, P. U. R. (2025). The Effectiveness of Teachers’ Roles in Supporting Learning for Students with Special Needs in Inclusive Classes. Eduscape : Journal of Education Insight, 3(1), 1–12.
Zerbato, A. P., & Mendes, E. G. (2021). O desenho universal para a aprendizagem na formação de professores: da investigação às práticas inclusivas. Educação e Pesquisa, 47. https://doi.org/10.1590/s1678-4634202147233730
