Kolaborasi Guru dalam Kelompok Belajar Profesional untuk Optimalisasi Pembelajaran Berkelanjutan di Kota Tangerang
DOI:
https://doi.org/10.47065/jpm.v6i4.2681Keywords:
Teacher Collaboration; Professional Learning Community; Sustainable Learning; Professional Development; Tangerang CityAbstract
This community service initiative aims to enhance the quality of primary education by establishing and strengthening Professional Learning Communities (PLCs) for elementary school teachers in Tangerang City. The project was motivated by persistent challenges, including a underdeveloped culture of collaboration among teachers and limited access to effective, contextual, and sustainable professional development, which ultimately impacts classroom learning outcomes. The partners involved were teachers from four public elementary schools representing the northern and southern regions of Tangerang City. The implementation method followed a participatory and cyclical approach, commencing with a needs assessment conducted through surveys and Focus Group Discussions (FGDs). This was followed by training for internal facilitators to ensure program sustainability. The core activity involved intensive mentoring during the formation and operationalization of the PLCs, supported by workshops on integrating digital technology into teaching. The entire process was monitored through formative evaluations and concluded with a summative assessment. The results demonstrated the successful establishment of active and self-sustaining PLCs in all partner schools, evidenced by regular meeting schedules and clear work agendas. Key achievements include a significant improvement in teachers' collaborative, communicative, and reflective skills, alongside the development of eight innovative teaching modules based on local contextual problems. The anticipated long-term impact is the creation of a collective learning culture, a sustained increase in teaching motivation, and a transformation towards more adaptive, student-centered learning practices. It is concluded that the collaborative approach through PLCs is an effective and sustainable strategy for empowering teachers as the primary agents of educational quality improvement.Downloads
References
Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216-224.
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Company.
Besemer, S. P., & Treffinger, D. J. (1981). Analysis of creative products: Review and synthesis. Journal of Creative Behavior, 15(3), 158-178.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chambers, R. (1994). Participatory rural appraisal (PRA): Challenges, potentials and paradigm. World Development, 22(10), 1437-1454.
Cooperrider, D. L., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. Berrett-Koehler Publishers.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Sage publications.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
Deming, W. E. (1986). Out of the crisis. MIT press.
DuFour, R. (2004). What is a professional learning community?. Educational Leadership, 61(8), 6-11.
Fisher, R., & Ury, W. (1981). Getting to yes: Negotiating agreement without giving in. Houghton Mifflin.
Fullan, M. (2020). Leading in a culture of change. John Wiley & Sons.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hattie, J. (2009). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge.
Hermawan, C. M., Rosfiani, O., Santoso, G., & Nufasa, M. (2024). Laporan akhir penelitian: Kinerja Guru dalam Kelompok Belajar Profesional Sekolah Dasar di Kota Tangerang. LPPM UMJ.
Hermawan, C. M., Rosfiani, O., Santoso, G., Aini, Z., dan Elfiraza. (2023). Bimtek untuk Guru Merancang Modul Ajar dan Melaksanakan Pembelajaran Terdiferensiasi untuk Capaian Keterampilan Abad Ke-21 Siswa. Jurnal Pengabdian Masyarakat Bangsa, 1(10), 2466-2475. https://jurnalpengabdianmasyarakatbangsa.com/index.php/jpmba/article/view/534
Hermawan, C. M., Rosfiani, O., Syamsudin, Zulfikar, Y., dan Daffa, M. T. (2022). Coaching untuk Guru Membuat Modul Ajar dan Melaksanakan Pembelajaran Proyek untuk Meningkatkan Keterampilan Abad Ke-21 dan Keterampilan Literasi Murid. Kawanad: Jurnal Pengabdian Kepada Masyarakat (KJPKM), 1(2), 170-180. https://journal.kawanad.com/index.php/kjpkm/article/view/87
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development Laboratory.
Israel, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of community-based research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19(1), 173-202.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
Kemdikbudristek. (2021). Buku panduan indikator kinerja utama. Jakarta: Direktorat Jenderal Pendidikan Tinggi.
Kemendikbud. (2019). Laporan hasil PISA 2018. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.
Knowles, M. S. (1984). Andragogy in action. Jossey-Bass.
Kotter, J. P. (2012). Leading change. Harvard Business Review Press.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Sage publications.
Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools.
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement: A meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148.
Louis, K. S., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers' work and student experiences in restructuring schools. American Journal of Education, 106(4), 532-575.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence?. Consortium on Chicago School Research.
Nuryadin, E. (2019). Implementasi kelompok belajar profesional dalam meningkatkan kompetensi guru di sekolah dasar. Jurnal Pendidikan, 18(2), 101-115.
OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing.
Olivier, D. F., Hipp, K. K., & Huffman, J. B. (2010). Assessing and analyzing schools as professional learning communities. In K. K. Hipp & J. B. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp. 29–41). Rowman & Littlefield Education.
Olivier, D. F., Hipp, K. K., & Huffman, J. B. (2010). Assessing and analyzing schools as professional learning communities. In Professional learning communities (pp. 89-118). Springer.
Owen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth. Australian Journal of Adult Learning, 54(2), 54-77.
Rahman, M. T., & Amri, M. (2018). The impact of professional learning communities on teacher professionalism in Aceh. Journal of Education and Learning, 12(1), 21-28.
Rosfiani, O., Hermawan, C. M., Abdullah, S., Zahraningtyas, F., dan Fitriani, S. (2023). Bimbingan Teknis Implementasi Kurikulum Merdeka di Madrasah dalam Lingkungan Kementerian Agama. Jurnal Pengabdian Masyarakat Bangsa, 1(9), 1992-1999. https://jurnalpengabdianmasyarakatbangsa.com/index.php/jpmba/article/view/456
Rosfiani, O., Hermawan, C. M., Rizqiya, F., dan Sidqi, D. A. Bimbingan Teknis Perancangan Modul Ajar Berbasis Merdeka Belajar dan Terpusat pada Murid. Kawanad: Jurnal Pengabdian Kepada Masyarakat (KJPKM), 1(2),162-169. https://journal.kawanad.com/index.php/kjpkm/article/view/86
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic books.
Schwarz, R. (2002). The skilled facilitator: A comprehensive resource for consultants, facilitators, managers, trainers, and coaches. Jossey-Bass.
Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
Stufflebeam, D. L. (2003). The CIPP model for evaluation. In International handbook of educational evaluation (pp. 31-62). Springer.
Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43.
Thessin, R. A., & Starr, J. P. (2011). Supporting the growth of effective professional learning communities. Phi Delta Kappan, 92(6), 48-54.
Thessin, R. A., & Starr, J. P. (2011). Supporting the growth of effective professional learning communities. Phi Delta Kappan, 92(6), 48-54.
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
White, S. A. (2003). Participatory video: Images that transform and empower. Sage publications.
Zhang, Y., Zhang, M., & Wei, L. (2018). Effects of professional learning community on teacher professional development and student learning: A systematic review. International Journal of Educational Management, 32(6), 937-953.
Bila bermanfaat silahkan share artikel ini
Berikan Komentar Anda terhadap artikel Kolaborasi Guru dalam Kelompok Belajar Profesional untuk Optimalisasi Pembelajaran Berkelanjutan di Kota Tangerang
ARTICLE HISTORY
Issue
Section
Copyright (c) 2026 Cecep Maman Hermawan, Okta Rosfiani, Syamsudin Abdullah, Moira Nufasa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (Refer to The Effect of Open Access).
