Pengaruh Kompetensi Pedagogik Terhadap Kesiapan Guru dalam Pendidikan Inklusi di RA Mutiara Insani Kota Batam

Abstract

This study aims to describe the influence of pedagogical competence on teachers’ readiness in implementing inclusive education at RA Mutiara Insani, Batam City. The research employed a descriptive qualitative approach using observation and in-depth interviews as data collection techniques. The research subjects consisted of nine teachers directly involved in inclusive learning practices. The findings indicate that RA Mutiara Insani has integrated inclusive education services in a sustainable manner through the admission of children with special needs, limitation of new student enrollment, collaborative initial assessments conducted by teachers and psychologists, as well as regular monitoring and evaluation of children’s development. In addition, the school involves professional psychologists in teacher training as shadow teachers and provides parenting programs for parents, including home-based intervention guidance. The results show that teachers’ pedagogical competence significantly influences their readiness to implement inclusive education, particularly in understanding learners’ characteristics, designing adaptive learning, applying responsive teaching strategies, and conducting continuous developmental evaluations. This study concludes that strengthening pedagogical competence through continuous training, professional mentoring, and school–family collaboration is a key factor in the successful implementation of inclusive education in early childhood education settings.