IMPLEMENTATION OF THE TEACHER PROFESIONAL LEARNING COMMUNITY PROGRAM AT PARIAMAN CITY PUBLIC HIGH SCHOOL
DOI:
https://doi.org/10.34125/jmp.v11i5.3640Keywords:
Komunitas Belajar Profesional, kolaborasi guru, pengembangan profesional guruAbstract
Problems related to the suboptimal implementation of teacher professional development programs constitute the main impetus for this study. The question formulated in this study is how the Professional Learning Community (PLC) Program for teachers is implemented at State Senior High Schools in Pariaman City. The objective of this study is to examine the implementation, obstacles, and optimization efforts of the Teacher PLC Program at State Senior High Schools in Pariaman City. This study employs a descriptive design and is quantitative in nature. The population in this study consists of 154 teachers from State Senior High Schools in Pariaman City. A sample of 118 individuals was selected using the Proportionate Stratified Random Sampling technique based on the Cochran formula. All respondents in this study were given a questionnaire with a five-point Likert scale, which had been tested for validity and reliability, as the instrument for collecting data. The data analysis technique used was the mean formula. The results of the study indicate that the implementation of the Teacher PLC Program at State Senior High Schools in Pariaman City falls into the good category, with achievement on the aspect of teacher collaboration at 4.45, teacher competency development at 4.38, and joint reflection/evaluation at 4.27. This indicates that the Teacher PLC Program has generally run well, although the aspect of joint reflection and evaluation remains the relatively weakest area compared to the others. Therefore, in order for the implementation of the Teacher PLC Program to remain in the good category and continue to improve, school principals and program managers are advised to continue providing guidance and supervision, particularly regarding equitable teacher participation, strengthening teachers' understanding of the program's concepts and objectives, and developing a structured evaluation and follow-up mechanism.
References
Antinluoma, M., Ilomäki, L., & Toom, A. (2021). Practices of professional learning communities. Frontiers in Education, 6, Article 617613. https://doi.org/10.3389/feduc.2021.617613
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2023). Surat Edaran Dirjen GTK Nomor 4263/B/HK.04.01/2023 Tentang Optimalisasi Komunitas Belajar. Jakarta: Kemendikbudristek.
Khusna, N. (2023). Peningkatan Kinerja Guru Melalui Komunitas Belajar. Jurnal Pendidikan, 12(2), 245–255.
Mulyani, E. K. S., & Supendi, P. (2024). Analisis Pelaksanaan Professional Learning Community (PLC) di SMP Al-Amanah Cileunyi: Pemahaman, Kendala, Dan Strategi Pengembangan.
Nguyen, D., Boeren, E., Maitra, S., & Cabus, S. (2024). A review of the empirical research literature on PLCs for teachers in the Global South: Evidence, implications, and directions. Professional Development in Education, 50(1), 91–107. https://doi.org/10.1080/19415257.2023.2238728
Nurdin, L., Alim, J. A., Hermita, N., Marhadi, H., & Putra, Z. H. (2025). Peran Komunitas Belajar dalam Meningkatkan Profesionalisme dan Kualitas Pembelajaran Guru. Jurnal Kiprah Pendidikan, 4(3), 335–340.
Nurhadi, N., & Purnama, S. (2025). Teacher Professional Transformation Through Learning Community Management: A Literature Review. Literasi: Jurnal Ilmu Pendidikan, 16(3), 403.
Pan, H.-L. W. (2023). Learner-centered teaching catalyzed by teacher learning communities: The mediating role of teacher self-efficacy and collaborative professional learning. Sustainability, 15(6), Article 4850. https://doi.org/10.3390/su15064850
Pan, H.-L. W., & Cheng, S.-H. (2023). Examining the impact of teacher learning communities on self-efficacy and professional learning: An application of the theory-driven evaluation. Sustainability, 15(6), Article 4771. https://doi.org/10.3390/su15064771
Peraturan Pemerintah Republik Indonesia Nomor 74 Tahun 2008 tentang Guru. Lembaran Negara Republik Indonesia Tahun 2008 Nomor 194
Rastiana, Salam Aditya M, & Nopriani Winda. (2025). Membangun Profesionalisme Guru Melalui Learning Organisation dan Professional Learning Community.
Rodi, R., Sesmiarni, Z., & Ismail, F. (2022). Mengembangkan Kompetensi Guru dalam Menerapkan Pembelajaran Berdiferensiasi Melalui Komunitas Praktisi. 1(2), 463–469.
Sekar, R. Y., & Kamarubiani, N. (2020). Komunitas Belajar Sebagai Sarana Belajar dan Pengembangan Diri. Agustus 2020 Indonesian Journal Of Adult and Community Education, 2(1), 10–15.
Soraya, E., & Supadi, S. (2022). The practice of learning community on teachers' development: A case of Indonesia. Al-Ishlah: Jurnal Pendidikan, 14(4), 6965–6972. https://doi.org/10.35445/alishlah.v14i4.2292
Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen.
Yenita, G., & Andriani, D. E. (2025). Pandangan Guru Penggerak Tentang Komunitas Belajar Profesional Tingkat Sekolah Menengah Pertama di Kota Batam. 6(4), 2817–2826
