The Role of Learning Communities in the Development of Teaching Quality and Professionalism of Primary School Teachers

Abstract

This study aims to analyze the role of learning communities in developing the quality of teaching and professionalism of elementary school teachers in Cluster II, Kutamakur District. The research background is based on the importance of continuous teacher professional development in facing the demands of 21st-century learning and the implementation of the Independent Curriculum. This study used a qualitative approach with a phenomenological approach. The subjects consisted of elementary school teachers actively involved in learning communities. Data collection techniques were conducted through in-depth interviews, observation, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The results indicate that learning communities play a crucial role as collaborative platforms in improving teachers' pedagogical and professional competencies through discussions, joint reflection, and sharing of best learning practices. The implementation of the learning community program has had a positive impact on teaching quality, marked by increased teacher ability to design and implement innovative, student-centered learning. Furthermore, learning communities have also strengthened teachers' ongoing professionalism, particularly in terms of reflective attitudes, motivation for self-development, and commitment to improving educational quality. Thus, learning communities are an effective strategy in supporting the improvement of the quality of teaching and the professionalism of elementary school teachers.