Learning Communities in Schools: A Critical Review and Implementation at State Junior High School 2 Sragi
DOI:
https://doi.org/10.19109/tadrib.v11i1.29219Keywords:
Learning Community, Professional Learning Community (PLC), Collaborative Learning, ESPERO SINAUAbstract
This study critically examines the implementation of the “ESPERO SINAU” learning community at SMP Negeri 2 Sragi. We used a qualitative approach, employing document analysis, comparative studies, and critical reviews based on Olivier et al.'s (2020) four pillars of Professional Learning Communities (PLC): shared vision, collaborative mission, core values, and SMART goals. The research explores how learning communities address modern educational challenges like varying teacher quality, low student outcomes, and slow technology adoption. Our findings show that “ESPERO SINAU” has created a strong collaborative environment with clear structures, roles, and consistent activities. However, challenges persist, including inconsistent teacher engagement, lack of measurable impact evaluation, and insufficient support. The study emphasizes the need for continuous evaluation, active participation, and strong leadership to sustain these communities. We recommend role rotation, non-material incentives, better evaluation methods, and adopting a hybrid model. This research ultimately highlights learning communities' significant role in enhancing teacher professional development and student learning, while also identifying areas for improvement.
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