SYSTEMATIC LITERATURE REVIEW: PENDIDIKAN INKLUSI TERHADAP PERKEMBANGAN LITERASI MEMBACA SISWA DI SEKOLAH DASAR

Abstract

Reading literacy is a fundamental competence that plays a crucial role in elementary school students’ learning success. In the context of inclusive education, the diversity of students’ characteristics and learning needs requires adaptive and equitable learning practices to ensure that all learners have optimal learning opportunities. This study aims to synthesize empirical evidence on the contribution of inclusive education to the development of reading literacy among elementary school students and to identify instructional strategies and supporting factors that contribute to literacy development through a Systematic Literature Review (SLR) approach. Articles were retrieved from Google Scholar, Scopus, ScienceDirect, and Semantic Scholar using Publish or Perish. The selection process followed predetermined inclusion and exclusion criteria and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, covering publications from 2020 to 2025. Of the 517 identified articles, 17 met the eligibility criteria and were analyzed in depth. The synthesis revealed that inclusive education contributes to reading literacy development through adaptive and differentiated instruction, Individualized Education Programs (IEPs), multisensory approaches, and support from teachers, schools, and parents. Supporting factors include teacher competence, educational facilities, school policies, parental involvement, as well as curriculum and instructional media innovation. Therefore, inclusive education supports reading literacy development through adaptive, collaborative, and student-centered learning practices.

ABSTRAK

Literasi membaca merupakan kompetensi dasar yang berperan penting dalam keberhasilan pembelajaran siswa sekolah dasar. Dalam konteks pendidikan inklusi, keberagaman karakteristik dan kebutuhan peserta didik menuntut penyelenggaraan pembelajaran yang adaptif dan setara agar seluruh siswa memperoleh kesempatan belajar yang optimal. Penelitian ini bertujuan mensintesis bukti empiris mengenai kontribusi pendidikan inklusi terhadap perkembangan literasi membaca siswa sekolah dasar serta mengidentifikasi strategi pembelajaran dan faktor-faktor pendukung yang berperan dalam pengembangan literasi membaca melalui pendekatan Systematic Literature Review (SLR). Penelusuran artikel dilakukan melalui Google Scholar, Scopus, ScienceDirect, dan Semantic Scholar menggunakan aplikasi Publish or Perish. Seleksi artikel dilakukan berdasarkan kriteria inklusi dan eksklusi serta mengikuti pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) pada rentang publikasi tahun 2020–2025. Dari 517 artikel yang teridentifikasi, sebanyak 17 artikel memenuhi kriteria dan dianalisis secara mendalam. Hasil sintesis menunjukkan bahwa pendidikan inklusi berkontribusi terhadap perkembangan literasi membaca melalui penerapan pembelajaran adaptif dan berdiferensiasi, Program Pembelajaran Individual (PPI), pendekatan multisensori, serta dukungan guru, sekolah, dan orang tua. Faktor-faktor yang mendukung pengembangan literasi membaca meliputi kompetensi guru, sarana dan prasarana, kebijakan sekolah, keterlibatan orang tua, serta inovasi kurikulum dan media pembelajaran. Dengan demikian, pendidikan inklusi mendukung perkembangan literasi membaca melalui penyelenggaraan pembelajaran yang adaptif, kolaboratif, dan berpusat pada kebutuhan peserta didik.