Abstract
Inclusive education policies in Indonesia mandate equal access for all students, yet slow learners characterized by borderline intellectual functioning often face "spatial inclusion with instructional neglect" in mainstream primary classrooms due to their "invisible" cognitive profile. This systematic review synthesizes empirical evidence from 15 verified peer-reviewed studies (2022–2026) in Indonesia to analyze classroom conditions, pedagogical innovations, assessment adaptations, and ecological barriers/enablers.Following PRISMA 2020 guidelines, we searched Google Scholar, SINTA, Scopus, and ScienceDirect, screening 2,367 records. Applying a strict Peer-Review and Retrievability Gate (FT-14) to eliminate unverified or untraceable metadata, exactly 15 high-quality empirical studies were included for qualitative and quantitative synthesis. Quantitative synthesis shows that 73.3% (n = 11) of studies document severe instructional neglect in crowded classrooms (30–40 pupils), where slow learners face rapid cognitive overload within 20 minutes due to reduced working memory. Conversely, an emerging "pedagogical metamorphosis" is driven by teacher-led innovations, including process/product differentiation, multisensory neuropedagogy, Concrete-Representational-Abstract (CRA) progressions, and digital gamification (e.g., Wordwall). However, 66.7% (n = 10) of schools rely on superficial administrative adjustments (e.g., unilaterally lowering passing scores/KKM) rather than substantive accommodations (e.g., Individualized Education Plans/IEPs or 25–50% extra exam time). Applying Bronfenbrenner’s ecological theory, we demonstrate that microsystemic classroom innovations are severely constrained by mesosystemic parental denial, exosystemic Special Assistant Teacher (GPK) shortages, and macrosystemic standardized assessment pressures. We recommend an Integrated Ecological Support Model that institutionalizes GPKs, mandates early cognitive screening, and reforms assessment standards.