Dampak Self-Efficacy Guru terhadap Praktik Pembelajaran Inklusif : Systematic Literature Review

Muthya Firagil Restuti; Wiwik Dwi Hastuti; Sinta Yuni Susilawati

doi:10.17977/um031v11i22025p281-287

Dampak Self-Efficacy Guru terhadap Praktik Pembelajaran Inklusif : Systematic Literature Review

Muthya Firagil Restuti, Wiwik Dwi Hastuti, Sinta Yuni Susilawati

Abstract

Penelitian ini bertujuan untuk meninjau secara sistematis literatur terkait peran self-efficacy guru dalam pembelajaran inklusif. Self-efficacy dipahami sebagai keyakinan guru terhadap kemampuannya mengelola pembelajaran secara efektif, terutama saat mengajar siswa berkebutuhan khusus. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan menelusuri artikel dari lima database terkemuka. Dari 700 artikel yang teridentifikasi, tujuh artikel dipilih berdasarkan kriteria inklusi dan eksklusi. Hasil kajian menunjukkan bahwa self-efficacy guru memengaruhi berbagai aspek implementasi pendidikan inklusif, seperti perencanaan pembelajaran, manajemen kelas, kolaborasi, dan keterlibatan profesional. Guru dengan self-efficacy tinggi lebih siap menghadapi tantangan, memiliki kualitas pengajaran lebih baik, serta komitmen lebih tinggi terhadap siswa berkebutuhan khusus. Faktor-faktor seperti pengalaman prajabatan, pelatihan, jenjang mengajar, dan keterlibatan langsung turut berkontribusi terhadap peningkatan self-efficacy. Temuan ini memiliki implikasi teoritis dan praktis bagi pengembangan kebijakan serta pelatihan guru dalam konteks inklusif.

Keywords

Self Efficacy; Teacher; Learning; inclusive education

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DOI: http://dx.doi.org/10.17977/um031v11i22025p281-287