Kompetensi Profesionalisme Guru dalam Pembelajaran Slow Learner di Sekolah Inklusif: Systematic Literature Review

Abstract

Inclusive education requires teachers to be adequately prepared to meet the needs of all learners, including slow learners who require more intensive instructional support, making professional competence critically important. However, many teachers still face limitations in assessment, instructional differentiation, and behavior management when addressing the diverse characteristics of slow learners. This study aims to map essential professional competencies in teaching slow learners through a Systematic Literature Review (SLR) of 23 international articles using a descriptive–narrative approach and thematic synthesis. The review identifies four key competencies: differentiated pedagogical competence based on Universal Design for Learning (UDL), competence in assessing learning needs, competence in behavior management and classroom climate, and professional collaboration skills. The findings indicate that practice-based, reflective, and collaborative professional development, including UDL implementation, lesson study, technology-focused training, and institutional partnerships, enhances teachers’ capacity to support slow learners. This study concludes that integrating these four competencies, supported by a collaborative school environment, forms a crucial foundation for the success of inclusive education for slow learners.