Article Sidebar

Download
PDF
Statistic
Read Counter : 17 Download : 7

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Main Article Content

Abstract

This study aims to analyze the impact of the Professional Learning Community (PLC) on the quality of learning in Nusantara Capital Buffer Schools (IKN). A mixed-method approach, combining qualitative and quantitative elements, was employed to understand the phenomenon comprehensively. The results indicate a significant improvement in learning outcomes, as evidenced by the increase in the average post-test score (70) compared to the pre-test score (48.75). The PLC program provided a platform for teachers to collaborate, share insights, and develop effective strategies to address learning challenges. Furthermore, implementing the PLC fostered a more supportive school environment, making students feel more comfortable and engaged. The findings underscore the importance of enhancing and expanding PLC initiatives to improve students' academic and non-academic achievements. Practically, these results suggest that the PLC model can be a valuable tool for teacher development and improved student outcomes. Academically, this study contributes to the growing literature on collaborative learning environments and their role in enhancing educational quality.

Keywords

Professional Learning Community Quality of Learning Nusantara of Capital

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Dinanty, N. S., Setiawan, M. A., & Putro, H. Y. S. (2024). Professional Learning Community: Analysis and Impact on the Quality of Learning in Nusantara Capital Buffer School (IKN). International Journal of Asian Education, 5(3), 240–248. https://doi.org/10.46966/ijae.v5i3.423
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as Professional Learning Communities: What Can Schools Do to Support Professional Development of Their Teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573
  2. Antinluoma, M., Ilomäki, L., & Toom, A. (2021). Practices of Professional Learning Communities. Frontiers in Education, 6(April), 1–14. https://doi.org/10.3389/feduc.2021.617613
  3. Berawi, M. A. (2022). City of Tomorrow: The New Capital City of Indonesia. International Journal of Technology, 13(4), 690–694. https://doi.org/10.14716/ijtech.v13i4.6011
  4. Defianty, M., Wilson, K., & Dadan. (2021). Surviving ERT: How an Online Professional Learning Community Empowered Teachers During the Covid-19 School Lockdown in Indonesia. In J. Chen (Ed.), Emergency Remote Teaching and Beyond: Voices from World Language Teachers and Researchers (pp. 67–90). Springer International Publishing. https://doi.org/10.1007/978-3-030-84067-9_4
  5. Donnan, H., & Wilson, T. M. (2020). Borders: Frontiers of Identity, Nation and State. Routledge. https://doi.org/10.4324/9781003084815
  6. Elfarargy, H., Irby, B. J., Singer, E. A., Lara-Alecio, R., Tong, F., & Pugliese, E. (2022). Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities. SAGE Open, 12(3). https://doi.org/10.1177/21582440221116103
  7. Firestone, A. R., Cruz, R. A., & Rodl, J. E. (2020). Teacher Study Groups: An Integrative Literature Synthesis. Review of Educational Research, 90(5), 675–709. https://doi.org/10.3102/0034654320938128
  8. Fitriyani, F., Sunaryati, T., & Surya, V. M. K. (2023). Implementation of Project-Based Learning Oriented to the Merdeka Learning Curriculum in the Form of a Pancasila Student Profile with Global Diversity. Buana Pendidikan Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 19(1), 115–124. https://doi.org/10.36456/bp.vol19.no1.a6832
  9. Fred, H., Meeuwen Pierre, V., Ellen, R., & Marjan, V. (2020). How to Enhance Teachers’ Professional Learning by Stimulating the Development of Professional Learning Communities: Operationalising a Comprehensive PLC Concept for Assessing Its Development in Everyday Educational Practice. Professional Development in Education, 46(5), 751–769. https://doi.org/10.1080/19415257.2019.1634630
  10. Goodyear, V. A., Parker, M., & Casey, A. (2019). Social Media and Teacher Professional Learning Communities. Physical Education and Sport Pedagogy, 24(5), 421–433. https://doi.org/10.1080/17408989.2019.1617263
  11. Hadi, A., Marniati, M., Ngindana, R., Kurdi, M. S., Kurdi, M. S., & Fauziah, F. (2023). New Paradigm of Merdeka Belajar Curriculum in Schools. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1497–1510. https://doi.org/10.35445/alishlah.v15i2.3126
  12. Hermawan, N. R., & Shebubakar, A. N. (2024). Legal Aspects of Land Acquisition for the National Capital City (IKN) of the Nusantara. Journal of Law, Politic and Humanities, 4(5), 1636–1648. https://doi.org/10.38035/jlph.v4i5.544
  13. Ingtias, F. T., Ampera, D., Farihah, F., Amal, B. K., & Purba, A. S. (2022). Implementation of Teaching Practitioners In Improving The Quality of Learning and Implementing The Curriculum Merdeka Belajar. Jurnal Studi Guru Dan Pembelajaran, 5(2), 157–169. https://doi.org/10.30605/jsgp.5.2.2022.1927
  14. Irawati, D., Najili, H., Supiana, S., & Zaqiah, Q. Y. (2022). Merdeka Belajar Curriculum Innovation and Its Application in Education Units. Edumaspul: Jurnal Pendidikan, 6(2), 2506–2514. https://doi.org/10.33487/edumaspul.v6i2.4603
  15. Johannesson, P. (2022). Development of Professional Learning Communities Through Action Research: Understanding Professional Learning in Practice. Educational Action Research, 30(3), 411–426. https://doi.org/10.1080/09650792.2020.1854100
  16. Kalalinggi, R., Hisdar, M., Sarmiasih, M., & Wijaya, A. K. (2023). Forecasting The Development of IKN (New National Capital) in Sustainable Development, Indonesia. Journal of Governance and Public Policy, 10(1), PRESS. https://doi.org/10.18196/jgpp.v10i1.16786
  17. Kamila, S. N., & Agus RM, A. H. (2023). Implementation of Merdeka Curriculum in Improving the Quality of Senior High School. Jurnal Educatio FKIP UNMA, 9(1), 394–401. https://doi.org/10.31949/educatio.v9i1.4591
  18. Laila, R. N., Assunniyah, N., Nugroho, N. S. A., Permata Sari, R. G., Suwandi, S., & Setiyoningsih, T. (2022). Implementation of Pancasila Student Profile in the Merdeka Curriculum For High School in Sragen Regency. Al Hikmah: Journal of Education, 3(1), 135–148. https://doi.org/10.54168/ahje.v3i1.111
  19. Liang, M., Juliana, Mendoza, N. B., & Lim, C. P. (2023). Localizing Teacher Professional Development at Scale Enabled by Professional Learning Communities: A Study of Teacher Learning Centers in Indonesia. In W. O. Lee, P. Brown, A. L. Goodwin, & A. Green (Eds.), International Handbook on Education Development in the Asia-Pacific (pp. 1107–1123). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-6887-7_136
  20. Madu, F. J., Mariana Jediut, & Arnoldus Helmon. (2024). Overview of Merdeka Curriculum Implementation in Manggarai Primary Schools. Jurnal Elementaria Edukasia, 7(2), 2624–2636. https://doi.org/10.31949/jee.v7i2.9147
  21. Meesuk, P., Wongrugsa, A., & Wangkaewhiran, T. (2021). Sustainable Teacher Professional Development Through Professional Learning Community: PLC. Journal of Teacher Education for Sustainability, 23(2), 30–44. https://doi.org/10.2478/jtes-2021-0015
  22. Mubarok, R., Sholeh, M., & Irayana, I. (2023). Classroom Management Strategy in Implementing the Merdeka Curriculum (Independent Curriculum) in Primary Education Institutions. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 13(2), 189–202. https://doi.org/10.18952/aladzkapgmi.v13i2.11356
  23. Muhammad Ade Kurnia, H., Ismaya, B., Wahab, A., & Adhi Pramono, S. (2023). Concept and Implementation Merdeka Belajar Curriculum in Higher Education. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 8(1), 62–66. http://dx.doi.org/10.17977/jptpp.v8i1.21339
  24. Ng, B., & Latife, A. (2022). Exploring Students’ Learning and Motivation in a Lesson Study for Learning Community (LSLC) Environment: A New Perspective. International Journal for Lesson & Learning Studies, 11(3), 193–204. https://doi.org/10.1108/IJLLS-01-2022-0007
  25. Nisa, H., Isnaini, M., Utami, L. S., & Islahudin, I. (2023). Collaborative Learning Effect on Improving Students’ Creativity and Critical Thinking in the Independent Curriculum. AL-ISHLAH: Jurnal Pendidikan, 15(3), 4038–4048. https://doi.org/10.35445/alishlah.v15i3.3538
  26. Nurwidodo, N., Wahyuni, S., & Hindun, I. (2023). Teacher Assistance to Strengthen STEM Learning Based on Lesson Study at MTs Muhammadiyah 1 Malang. Journal of Community Service and Empowerment, 4(1), 1–9. https://doi.org/10.22219/jcse.v4i1.24555
  27. Phusavat, K., Hidayanto, A. N., Kess, P., & Kantola, J. (2019). Integrating Design Thinking into Peer-learning Community. Journal of Workplace Learning, 31(1), 59–74. https://doi.org/10.1108/JWL-03-2018-0055
  28. Prenger, R., Poortman, C. L., & Handelzalts, A. (2019). The Effects of Networked Professional Learning Communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574
  29. Putro, H. Y. S., Babiera, R. M., Takwin, M., Rachman, A., & Ariliani, T. (2024). Evaluating the Impact of the Inspiring School Program in High Schools. International Journal of Asian Education, 5(1), 34–42. https://doi.org/10.46966/ijae.v5i1.373
  30. Qu, Y., Zhu, J., & Goddard, R. D. (2022). Modesty Brings Gains: Linking Humble Leadership to Knowledge Sharing Via Psychological Safety and Psychological Empowerment in Professional Learning Communities. Educational Studies, 00(00), 1–22. https://doi.org/10.1080/03055698.2022.2103648
  31. Rahman, A. (2022). Investigating School Conditions for Teachers’ Professional Learning and Development in Indonesia. Teacher Development, 26(2), 240–262. https://doi.org/10.1080/13664530.2022.2034662
  32. Rifaid, R., Rachman, M. T., Baharuddin, T., & Gohwong, S. (2023). Public Trust: Indonesian Policy in Developing a New Capital City (IKN). Journal of Governance and Public Policy, 10(3), 263–273. https://doi.org/10.18196/jgpp.v10i3.17681
  33. Risku, H., Hirvonen, M., Rogl, R., & Milošević, J. (2022). Ethnographic Research. In The Routledge Handbook of Translation and Methodology (p. 16). Routledge. https://doi.org/10.4324/9781315158945
  34. Saadah, L. Z. K., Hobri, & Irvan, M. (2019). The Application of Problem Based Learning (PBL) Based on Lesson Study for Learning Community (LSLC) to Improve Students’ Creative Thinking Skill. IOP Conference Series: Earth and Environmental Science, 243(1), 1–13. https://doi.org/10.1088/1755-1315/243/1/012141
  35. Saputra, A. S., Hamid, S., & Harryarsana, I. G. K. B. (2023). Policy Formulation Process on Indonesian Capital City Development East Kalimantan. PUBLICA: Jurnal Pemikiran Administrasi Negara, 15(1), 121–136. https://doi.org/10.15575/jpan.v15i1.22968
  36. Schaap, H., Louws, M., Meirink, J., Oolbekkink-Marchand, H., Van Der Want, A., Zuiker, I., Zwart, R., & Meijer, P. (2019). Tensions Experienced by Teachers When Participating in a Professional Learning Community. Professional Development in Education, 45(5), 814–831. https://doi.org/10.1080/19415257.2018.1547781
  37. 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
  38. Strijker, D., Bosworth, G., & Bouter, G. (2020). Research Methods in Rural Studies: Qualitative, Quantitative and Mixed Methods. Journal of Rural Studies, 78, 262–270. https://doi.org/10.1016/j.jrurstud.2020.06.007
  39. Su, F., Zou, D., & Wang, L. (2023). Learning-by-doing in a Professional Learning Community: Technological Pedagogical and Content Knowledge Development of Hong Kong University Teaching Staff. Asia Pacific Education Review. https://doi.org/10.1007/s12564-023-09918-1
  40. Susmiyati, H. R., Harjanti, W., & Al Hidayah, R. (2023). Development of the Nusantara Capital, Sustainable Extraction for East Kalimantan. In H. Warsilah, L. Mulyani, & I. K. Nasution (Eds.), Assembling Nusantara: Mimicry, Friction, and Resonance in the New Capital Development (pp. 151–164). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-3533-8_11
  41. Syahrir, S., Pujiriyanto, P., Musdalifa, M., & Fitri, S. (2024). The Implementation of Merdeka Curriculum to Realize Indonesia Golden Generation: A Systematic Literature Review. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1434–1450. https://doi.org/10.35445/alishlah.v16i2.4872
  42. Trilaksono, T., Purusottama, A., Misbach, I. H., & Prasetya, I. H. (2019). Leadership Change Design: A Professional Learning Community (PLC) Project in Eastern Indonesia. International Journal of Evaluation and Research in Education, 8(1), 47–56. https://doi.org/10.11591/ijere.v8i1.15662
  43. Wardani, H. K., Sujarwo, Rakhmawati, Y., & Cahyandaru, P. (2023). Eanalysis of the Impact of the Merdeka Curriculum Policy on Stakeholders at Primary School. Jurnal Ilmiah Peuradeun, 11(2), 513–530. https://doi.org/10.26811/peuradeun.v11i2.801
  44. Wijaya, C., & Hadijaya, Y. (2024). Implementation of the Independent Learning Curriculum Policy at MAN 2 Langkat. Didaktika: Jurnal Kependidikan, 13(3), 3239–3250. https://doi.org/10.58230/27454312.910
  45. Zendrato, J., & Agatha, D. C. (2023). An Analysis of Merdeka Curriculum Implementation in Indonesia: A Case Study of Facilitating Students’ Transformation. Jurnal Shanan, 7(2), 227–242. https://doi.org/10.33541/shanan.v7i2.5188
  46. Zhu, J., Yao, J., & Zhang, L. (2019). Linking Empowering Leadership to Innovative Behavior in Professional Learning Communities: The Role of Psychological Empowerment and Team Psychological Safety. Asia Pacific Education Review, 20(4), 657–671. https://doi.org/10.1007/s12564-019-09584-2