Systematic Literature Review: Intervensi pada Anak Berkebutuhan Khusus dengan Intellectual Disability

Abstract

Intellectual disability is a neurodevelopmental disorder characterized by limitations in intellectual functioning and adaptive behavior, requiring educational interventions that are systematic, individualized, and evidence-based. This review aimed to identify intervention types, describe their implementation characteristics, examine their effectiveness in improving academic skills, communication, social skills, adaptive behavior, and independence, and formulate implications for Individualized Education Programs. A Systematic Literature Review was conducted following the PRISMA 2020 guidelines. Articles published between 2019 and 2025 were searched in Scopus, Web of Science, ERIC, PubMed, and ScienceDirect. Of the 512 records identified, 87 duplicates were removed, 425 records were screened, 56 full-text reports were assessed for eligibility, and 10 intervention studies met the inclusion criteria. Data were analyzed through narrative synthesis based on participant characteristics, research design, intervention type, duration, measured variables, outcomes, and educational implications. The findings showed that Headsprout® Early Reading, phonics-based instruction, Augmentative and Alternative Communication, video modeling, systematic instruction, task analysis and prompting, peer-mediated instruction, technology-based instruction, and functional academic instruction produced positive outcomes in reading, communication, social participation, functional academic skills, daily living activities, and independence. Intervention effectiveness was influenced by learning objectives, individual characteristics, implementation intensity, instructional media, and support from teachers and the learning environment. No single intervention was found to be universally superior for all learners with intellectual disability. Based on the synthesis, the review proposed the I-SMART Program as an integrative conceptual framework to support the development of Individualized Education Programs. However, because the program was derived from literature synthesis and has not yet been empirically tested, its implementation should be adapted to learners’ needs, school resources, and continuous evaluation.

Keywords: intellectual disability, evidence-based intervention, individualized education program, special education, systematic literature review.

Abstrak

Intellectual disability merupakan gangguan perkembangan saraf yang ditandai oleh keterbatasan fungsi intelektual dan perilaku adaptif, sehingga peserta didik memerlukan intervensi pendidikan yang sistematis, individual, terstruktur, dan berbasis bukti. Kajian ini bertujuan mengidentifikasi jenis intervensi, mendeskripsikan karakteristik pelaksanaannya, menganalisis efektivitasnya terhadap kemampuan akademik, komunikasi, keterampilan sosial, perilaku adaptif, dan kemandirian, serta merumuskan implikasinya bagi penyusunan Program Pembelajaran Individual (PPI). Penelitian menggunakan metode Systematic Literature Review dengan mengacu pada pedoman PRISMA 2020. Pencarian artikel dilakukan pada basis data Scopus, Web of Science, ERIC, PubMed, dan ScienceDirect dengan rentang publikasi 2019–2025. Dari 512 artikel yang teridentifikasi, 87 artikel duplikat dihapus, 425 artikel disaring, 56 artikel dinilai kelayakannya, dan 10 penelitian intervensi memenuhi kriteria inklusi. Data dianalisis menggunakan sintesis naratif berdasarkan karakteristik peserta, desain penelitian, jenis intervensi, durasi pelaksanaan, variabel yang diukur, hasil penelitian, dan implikasi pendidikan. Hasil kajian menunjukkan bahwa intervensi Headsprout® Early Reading, phonics-based instruction, Augmentative and Alternative Communication, video modeling, systematic instruction, task analysis and prompting, peer-mediated instruction, technology-based instruction, serta functional academic instruction memberikan dampak positif terhadap kemampuan membaca, komunikasi, partisipasi sosial, keterampilan akademik fungsional, aktivitas kehidupan sehari-hari, dan kemandirian. Intervensi membaca menjadi pendekatan yang paling dominan, sedangkan strategi visual, teknologi, pembelajaran teman sebaya, dan pengajaran sistematis memperkuat keterampilan adaptif dan sosial. Efektivitas intervensi dipengaruhi oleh tujuan pembelajaran, karakteristik individu, intensitas pelaksanaan, media, serta dukungan guru dan lingkungan belajar. Tidak ditemukan satu intervensi yang paling unggul untuk seluruh peserta didik. Berdasarkan sintesis tersebut, kajian merekomendasikan Program I-SMART sebagai kerangka konseptual integratif untuk mendukung penyusunan PPI, meskipun program ini masih memerlukan pengujian empiris dan penyesuaian terhadap kebutuhan peserta didik serta sumber daya sekolah.

Kata kunci: intellectual disability, intervensi berbasis bukti, pendidikan khusus, Program Pembelajaran Individual, systematic literature review.