Analysis of Teachers Pedagogical Competence in Supporting Inclusive Students in Grade V at State Elementary School Cikampek Utara III: A Case Study

Inclusive education requires teachers to possess pedagogical competence in understanding the diverse characteristics, abilities, and learning needs of students so that learning can be implemented according to individual conditions. This study aimed to analyze teachers’ pedagogical competence in supporting inclusive students in Grade V at State Elementary School Cikampek Utara III, focusing on understanding student characteristics, adaptive learning, assessment, and learning follow-up. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. Data trustworthiness was established technique triangulation. The findings showed that teachers conducted cognitive and non-cognitive diagnostic assessments, implemented differentiated learning, and adapted teaching methods, media, assignments, learning time, and classroom environments to students’ needs. Assessment results were used to determine remedial activities, enrichment, individual assistance, and learning adjustments. The findings indicate that teachers’ pedagogical competence contributes to creating learning that is responsive to student diversity. These practices need to be strengthened through continuous teacher professional development and sustained school support

Keywords: Pedagogical Competence, Inclusive Education, Inclusive Students, Adaptive Learning, Elementary School Teachers.