LEARNING COMMUNITY MANAGEMENT IN IMPROVING THE PEDAGOGICAL COMPETENCE OF ELEMENTARY SCHOOL TEACHERS
DOI:
https://doi.org/10.63754/jcn.v4i2.196Keywords:
Management; , Learning Community;, Pedagogical Competence; , Elementary School Teacher.Abstract
This study aims to analyze the management of learning communities in improving the pedagogical competence of elementary school teachers in Bireuen Regency. A descriptive qualitative approach was used, with data collected through semi-structured interviews, passive participatory observation, and documentation at UPTD SD Negeri 1 Kutablang and UPTD SD Negeri 2 Kutablang, then analyzed with the aid of NVivo software and validated through source, technique, and time triangulation. The findings show that learning community management was carried out systematically through four management functions: planning based on a collaborative needs assessment; organizing through clear delegation of authority, a legal decree (SK), and facilitators assigned according to competence; actuating through routine discussions, reflection, and the implementation of shared practices in the classroom; and controlling through academic supervision and continuous evaluation. These four functions reinforced one another and were sustained through collaboration among principals, learning community coordinators, facilitators, teachers, and school supervisors, despite constraints such as limited time and uneven teacher participation. The study concludes that a systematic and collaborative management of learning communities makes a real contribution to improving teachers' pedagogical competence and can serve as a model for professional development at the elementary school level.
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