Diferensiasi Instruksi dan Asesmen Inklusif dalam Pendidikan: Sebuah Tinjauan Literatur Tentang Praktik, Tantangan, dan Strategi Implementasi

Yustina Ici; Antonius Totok Priyadi

doi:10.26811/didaktika.v10i1.2057

Penulis

Yustina Carici Magister Pendidikan Bahasa Indonesia Universitas Tanjungpura Pontianak Kalimantan Barat, Indonesia , Magister Pendidikan Bahasa Indonesia Universitas Tanjungpura Pontianak Kalimantan Barat, Indonesia
Antonius Universitas Tanjungpura Pontianak Kalimantan Barat, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v10i1.2057

Abstrak

Kajian sistematis ini mengeksplorasi implementasi diferensiasi instruksi dan asesmen inklusif dalam pendidikan melalui tinjauan terhadap 18 artikel empiris terkini (2020-2025). Fenomena gap yang melatarbelakangi penelitian ini adalah kesenjangan antara komitmen normatif terhadap pendidikan inklusif dengan realitas praktik di ruang kelas, di mana aspek pedagogis seperti diferensiasi instruksi dan asesmen inklusif belum terintegrasi secara optimal. Kebaruan penelitian (novelty) terletak pada pengembangan kerangka terpadu yang menyinergikan tiga elemen kunci praktik inovatif, tantangan implementasi, dan strategi efektif dengan fokus spesifik pada sinergi antara diferensiasi instruksi dan asesmen inklusif. Metode penelitian menggunakan pendekatan systematic review dengan pedoman PRISMA untuk mengidentifikasi, menyeleksi, dan mengevaluasi literatur dari database Scopus, ScienceDirect, dan PubMed. Temuan utama mengungkap: (1) kompleksitas tantangan yang mencakup kesenjangan kompetensi guru dan keterbatasan sistemik; (2) keberhasilan model kolaboratif dan kerangka pedagogis terintegrasi dalam menciptakan pembelajaran inklusif; serta (3) faktor pendukung kritis berupa pengembangan profesional berkelanjutan dan kemitraan strategis. Kesimpulan studi ini menegaskan bahwa keberhasilan implementasi memerlukan pendekatan terintegrasi yang mencakup penguatan kompetensi pedagogis guru, optimalisasi dukungan sistemik, dan pengembangan kolaborasi multipihak. Implementasi kerangka terpadu ini diharapkan dapat memperkaya praktik pendidikan inklusif yang lebih responsif dan berkeadilan.

Biografi Penulis

Yustina Carici, Magister Pendidikan Bahasa Indonesia Universitas Tanjungpura Pontianak Kalimantan Barat, Indonesia, Magister Pendidikan Bahasa Indonesia Universitas Tanjungpura Pontianak Kalimantan Barat, Indonesia

YUSTINA CARICI MAGISTER PBI UNIVERSITAS TANJUNGPURA PONTIANAK

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