Implementation of Collaborative Learning throughLearning Communities to Improve TeacherProfessional Competence
DOI:
https://doi.org/10.69747/edu-ij.v2i1.122Keywords:
collaborative learning; learning community; teachers' professional competence; elementary schoolAbstract
This study aims to describe the implementation of collaborative learning through learning
communities in an effort to improve teacher professional competence at SDN 76 Krui, West
Pesisir Regency Lampung. The background of this research is based on the challenges faced
by teachers in mastering teaching materials and developing relevant and effective learning
strategies, especially in teaching science in elementary schools. Collaborative learning through
learning communities is seen as a strategic approach to strengthen teachers' professional
capacity through interaction, reflection and sharing experiences among teachers. This
research used a descriptive qualitative approach with a case study method. The research
subjects consisted of teachers and principals who were actively involved in the learning
community. Data were collected through in-depth interviews, participatory observation,
documentation and field notes. The data analysis technique used thematic analysis model to
identify the main themes related to the implementation of collaborative learning and its
impact on teachers' professional competence. The results showed that collaborative learning
implemented through learning communities encouraged teachers' active involvement in
designing, implementing and evaluating learning. There is an increase in teacher professional
competence indicators such as active involvement in learning communities, knowledge
exchange, innovation in teaching approaches, and utilization of educational technology.
Supporting factors for the success of this program include teacher commitment, principal
support, availability of resources and mastery of technology. The obstacles faced include time
constraints, different levels of teacher motivation, and inadequate infrastructure. This study
recommends strengthening the collaborative culture in schools, increasing technology
facilitation, and sustainable managerial support so that the learning community program can
continue to develop optimally.
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