<![CDATA[Although differentiated instruction is widely endorsed in inclusive education, elementary teachers in Indonesia often lack the pedagogical competence to implement it for slow learners, and conventional one-shot training has failed to close this gap. This study aimed to improve teachers' pedagogical competence in 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 across two cycles of planning, action, observation, and reflection. Twelve classroom teachers participated in the PLC. 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. 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 showed that teachers' overall pedagogical competence rose from a baseline mean of 2.05 (Fair) to 2.69 (Good) in Cycle I and 3.46 (Very Good) in Cycle II. Improvements were most pronounced in reflective teaching practice (2.05 to 3.60) and understanding of slow learners' characteristics (2.10 to 3.55), followed by planning and implementing differentiated instruction and developing adaptive assessment. These gains translated into more inclusive, adaptive, and responsive classroom instruction. The study demonstrates that PLCs offer an effective and sustainable school-based professional development strategy for strengthening inclusive education in elementary schools.]]>
