Improving Teachers Pedagogical Competence in Differentiated Intruction for Slow Learners through a Professional Learning Community (PLC)

Abstract

This study aimed to improve teachers’ pedagogical competence in implementing differentiated instruction for slow learners through a Professional Learning Community (PLC) at SD Negeri 016 Sangkulirang, Indonesia. A School Action Research design based on the Kemmis and McTaggart model was employed in two cycles consisting of planning, action, observation, and reflection. The participants were 12 classroom teachers involved in the PLC activities. Data were collected through classroom observations, semi-structured interviews, document analysis, and teachers’ work products using validated observation checklists, interview guides, and document analysis instruments. Data credibility was established through technique and source triangulation, member checking, and peer debriefing. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using mean scores, percentages, and gain scores. The findings indicate that PLC implementation improved teachers’ pedagogical competence in understanding the characteristics of slow learners, planning and implementing differentiated instruction, adapting curriculum and assessment, and engaging in collaborative reflective practice. These improvements contributed to more inclusive, adaptive, and responsive classroom instruction that better addressed diverse learning needs. This study demonstrates that PLCs provide an effective and sustainable professional development strategy for strengthening teachers’ competence and enhancing the quality of inclusive education in elementary schools.