SINERGI GURU KELAS DAN GPK (GURU PENDAMPING KHUSUS): INOVASI MODEL CO-TEACHING DI MADRASAH INKLUSIF

Abstract

Inclusive education in Madrasah Ibtidaiyah (MI) often faces challenges related to role ambiguity between classroom teachers and Special Assistant Teachers (Guru Pendamping Khusus/GPK). This dualism may affect instructional coordination and the learning experiences of students with special needs. This study aims to map and synthesize literature-based evidence on co-teaching models to strengthen equitable collaboration between classroom teachers and GPK in inclusive MI, integrating the Islamic values of ukhuwah and ta’awun as normative mechanisms for partnership. This qualitative literature review uses thematic synthesis of journal studies published during 2023–2025 that discuss inclusive classroom management, GPK roles, teacher collaboration, and co-teaching practices. The synthesized findings indicate that four commonly used co-teaching models—One Teach One Assist, Station Teaching, Parallel Teaching, and Team Teaching—can address collaboration challenges when supported by shared planning, coordinated implementation, and collaborative evaluation. The integration of ukhuwah and ta’awun helps shift perceptions toward professional equality and reinforces a classroom climate that is friendly for all learners, including students with special needs.