Artificial Intelligence in Inclusive Education: A Systematic Review of Teacher Competencies
Kata Kunci:
Literasi AI, kecerdasan buatan, pendidikan inklusif, PRISMA, kompetensi guruAbstrak
Penelitian ini bertujuan meninjau secara sistematis kompetensi guru yang diperlukan untuk mengimplementasikan AI pada konteks pendidikan inklusif. Pendekatan systematic review digunakan dengan mengacu pada pedoman PRISMA 2020. Sumber data diperoleh melalui basis data Scopus dan Google Scholar dengan rentang publikasi 2017–2025. Dari total 714 artikel yang teridentifikasi, sebanyak delapan artikel memenuhi kriteria inklusi dan dianalisis secara tematik. Hasil kajian menunjukkan bahwa penerapan AI dalam pendidikan inklusif menuntut penguasaan tiga dimensi utama kompetensi guru, yaitu fondasi teknis, kesadaran etis, dan pedagogi inklusif. AI berpotensi memperkuat personalisasi pembelajaran, menumbuhkan keadilan akses, serta meningkatkan kesejahteraan psikologis peserta didik. Namun, kesiapan guru, keterbatasan pelatihan, dan lemahnya dukungan kebijakan masih menjadi hambatan utama dalam implementasinya. Penelitian ini menegaskan perlunya penguatan literasi AI bagi guru melalui pelatihan profesional yang terarah, kebijakan pendidikan yang berpihak pada inklusivitas, serta tata kelola etika yang adaptif terhadap dinamika teknologi. Hasil tinjauan ini diharapkan menjadi dasar bagi pengembangan kebijakan dan program peningkatan kompetensi guru di era kecerdasan buatan.
Unduhan
Referensi
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