PENGARUH KOMPETENSI GURU DALAM PROSES PEMBELAJARAN INKLUSI DI SEKOLAH DASAR

Abstract

Education is the main foundation in the sustainable development of human resources. In recent years, various challenges have caused a paradigm shift in basic education in the form of poor access to technology, teacher readiness and training that can hinder the ability, communication challenges, and isolation of AKB students. The focus of the problem in this journal is related to the specific context of elementary schools, so the purpose of writing in this journal is to underline the importance of the role of teachers in facilitating inclusive education, based on learning strategies to meet the unique needs of each student and to explore and analyze the effect of teacher competence on the effectiveness of the inclusion learning process in elementary schools. The method used in this journal is qualitative with a descriptive approach based on a literature review on several namely the inclusion learning model in students, the role of teacher abilities and professional development in supporting the inclusion learning process in students, as well as the relationship of ability development in the effectiveness of the student inclusion learning process based on the realm of elementary school education. The results of the analysis obtained are needed to develop an inclusive learning model that refers to individual students and teacher professional abilities based on seven aspects of domain theory by Educator Standard Ohio Teacher  and five aspects of teacher competence in inclusion learning. Where the influence of teacher competence on the inclusive learning process within the scope of elementary school education is seen from aspects including attitude, skills, values, understanding and knowledge.