Rekonstruksi Paradigma Pendidikan Inklusif melalui Transformasi Praktik Pembelajaran Berdiferensiasi Berbasis Neurodiversitas
Keywords:
Paradigma Pendidikan Inklusif, Pembelajaran Berdiferensiasi, NeurodiversitasAbstract
Penelitian ini bertujuan merekonstruksi paradigma pendidikan inklusif melalui transformasi praktik pembelajaran berdiferensiasi berbasis neurodiversitas sebagai respons terhadap kecenderungan pendidikan yang masih berorientasi pada homogenisasi kemampuan peserta didik. Kajian ini dilatarbelakangi oleh meningkatnya kesadaran terhadap keberagaman profil kognitif, termasuk spektrum autisme, ADHD, disleksia, dan kondisi neurodivergen lainnya, yang menuntut pergeseran paradigma dari pendekatan defisit menuju pendekatan berbasis kekuatan (strength based approach). Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi literatur. Data diperoleh dari sumber akademik berupa artikel jurnal terindeks, buku ilmiah, dan dokumen kebijakan pendidikan inklusif. Kajian ini menganalisis 30 literatur ilmiah yang relevan dalam rentang tahun 1999–2026. Analisis dilakukan melalui teknik analisis isi (content analysis) dengan tahapan reduksi data, kategorisasi tematik, sintesis konseptual, dan penarikan kesimpulan secara interpretatif. Hasil penelitian menunjukkan bahwa paradigma pendidikan inklusif berbasis neurodiversitas menuntut transformasi pada tiga aspek utama: (1) pergeseran konseptual dari integrasi menuju partisipasi bermakna, (2) penerapan pembelajaran berdiferensiasi pada konten, proses, dan produk belajar, serta (3) penguatan asesmen formatif adaptif. Sintesis literatur mengindikasikan bahwa penerapan strategi diferensiasi yang sistematis mengindikasikan kecenderungan peningkatan keterlibatan belajar dan capaian akademik peserta didik neurodivergen dalam berbagai konteks pendidikan. Studi ini memiliki keterbatasan pada sifatnya yang berbasis literatur sehingga generalisasi empiris kontekstual belum dapat dilakukan. Namun, temuan ini memberikan kontribusi konseptual bagi pengembangan kebijakan dan praktik pendidikan inklusif yang lebih responsif terhadap keberagaman neurologis.
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