Optimalisasi Professional Learning Communities (PLC) sebagai StrategiKepala Sekolah dalam Membudayakan Deep Learning
DOI:
https://doi.org/10.67686/didaktika.v10i3.2159Abstrak
Penelitian ini menganalisis bagaimana kepala sekolah dasar negeri mengoptimalkan Professional Learning Communities (PLC) sebagai strategi untuk membudayakan pembelajaran mendalam (deep learning). Meskipun PLC telah banyak dikaji sebagai sarana pengembangan profesional guru, penelitian yang secara eksplisit mengintegrasikan pengelolaan PLC dengan kerangka New Pedagogies for Deep Learning (NPDL) dalam konteks kepemimpinan sekolah masih terbatas. Penelitian ini mengisi kesenjangan tersebut dengan menempatkan kepala sekolah sebagai pemimpin pembelajaran yang secara sistematis menyelaraskan praktik PLC dengan kompetensi global, pedagogi baru, teknologi digital, kemitraan pembelajaran, dan kapasitas kolektif guru. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan melibatkan 30 kepala sekolah dasar negeri di Kabupaten Karanganyar melalui teknik total sampling. Data dikumpulkan melalui angket sebanyak 20 butir berbasis kerangka NPDL dengan validitas isi tinggi (Aiken’s V = 0,92) dan reliabilitas memadai (α = 0,73). Hasil penelitian menunjukkan skor rata-rata keseluruhan sebesar 4,04 (80,80%) yang berada pada kategori tinggi, sehingga mengindikasikan implementasi yang relatif optimal. Capaian tertinggi terdapat pada dimensi kemitraan pembelajaran dan pedagogi baru (4,08), sedangkan kompetensi global (6C) dan kapasitas kolektif menunjukkan capaian yang relatif lebih rendah (3,98). Temuan ini menegaskan bahwa PLC merupakan mekanisme strategis kepemimpinan untuk membudayakan pembelajaran mendalam secara sistemik sekaligus memperkuat praktik belajar profesional di sekolah.
Referensi
Ambawani, C. S. L., Saputra, I., Kusuma, T. M. M., Sumardjoko, B., & Fathoni, A. (2024). Implementasi Kepemimpinan Transformasional Kepala Sekolah Penggerak di TK. Journal of Education Research, 5(4), 4810–4823. https://doi.org/10.37985/jer.v5i4.1578.
Ansari, A. N., & Asad, M. M. (2024). Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: An exploratory case study. Journal of Professional Capital and Community, 9(2), 135–153. https://doi.org/10.1108/JPCC-03-2023-0022.
Ardhi, Muh. W., Praptiwi, E., & Ernawati, D. (2024). Eksplorasi Professional Learning Community (PLC) pada Dimensi Supportive and Leadership di Sekolah Dasar Program Khusus. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 5(1), 301–310. https://doi.org/10.62775/edukasia.v5i1.766.
Arifin, J., & Hanif, M. (2024). Manajemen Program Komunitas Belajar Sekolah untuk Peningkatan Kompetensi Pedagogik Guru. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1421–1432. https://doi.org/10.51169/ideguru.v9i3.1112.
Bulkis, I., Tahir, M., & Sakkir, G. (2025). The EFL Teachers’ Implementation of 6C Skills (Critical Thinking, Creativity, Collaboration, Communication, Citizenship, and Character) of 21st Century Skills. EduLine: Journal of Education and Learning Innovation, 5(2), 262–273. https://doi.org/10.35877/454RI.eduline3927.
Campbell, P., Chaseling, M., Boyd, W., & Shipway, B. (2019). The effective instructional leader. Professional Development in Education, 45(2), 276–290. https://doi.org/10.1080/19415257.2018.1465448.
Dewi, R. M. (2025). Analisis Program Pojok Literasi dalam Era Digital di SD Mujahidin Pontianak. Jurnal Didaktika Pendidikan Dasar, 9(3), 889–910. https://doi.org/10.26811/didaktika.v9i3.1435.
DuFour, R., & Reeves, D. (2016). The futility of PLC Lite. Phi Delta Kappan, 97(6), 69–71. https://doi.org/10.1177/0031721716636878.
Farkhan, A., Rahmah, A., Alwatasi, U., & Setiawan, F. (2022). Konsep Dasar Kebijakan Pendidikan. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 16(5), 1921. https://doi.org/10.35931/aq.v16i5.1354.
Fildza, F. M., Fathin, A. F., Feronika, N., Rohmaniyah, A., Hakiki, & Badriah, L. (2023). Kurikulum Merdeka: Implementasi di Kelas 1 Sekolah Dasar. Jurnal Pendidikan Dasar Flobamorata, 4(2), 619–624. https://doi.org/10.51494/jpdf.v4i2.975.
Fullan, M., Joanne, Q., & Joanne McEachen. (2017). Deep Learning: Engage the World Change the World. Corwin Press.
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Cultivating teacher leadership: Evidence form a transformative professional development model. School Leadership & Management, 44(4), 413–441. https://doi.org/10.1080/13632434.2024.2328056.
Hallinger, P. (2011). A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership. Educational Administration Quarterly, 47(2), 271–306. https://doi.org/10.1177/0013161X1038341.2.
Harlita, I., & Ramadan, Z. H. (2024). Peran Komunitas Belajar di Sekolah Dasar dalam Mengembangkan Kompetensi Guru. 13(3).
Harwisaputra, A. F., Fu’adi, A., & Daryono, R. W. (2024). The Influence of Academic Supervision and Professional Learning Community (PLC) on Teacher Professional Competency: Does the Mediation of Self-Confidence Matter? 13(3).
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 63. https://doi.org/10.1186/s40862-024-00290-0.
Hefner, J. F. (2025). A Case Study of a Professional Learning Community: An Investigation of Sustainability within a Rural Elementary School. 1170860 Bytes. https://doi.org/10.71889/5FYLANTBAK.29859950.
Hijrah, S. F. S. (2025). Kepemimpinan Inovatif dan Pemahaman Guru terhadap Merdeka Belajar di Sekolah Dasar. Jurnal Didaktika Pendidikan Dasar, 9(1), 157–182. https://doi.org/10.26811/didaktika.v9i1.1785.
Hudson, C. (2024). A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools. Journal of Education, 204(3), 649–659. https://doi.org/10.1177/00220574231197364.
Huijboom, F., Van Meeuwen, P., Rusman, E., & Vermeulen, M. (2021). Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture and Social Interaction, 31, 100566. https://doi.org/10.1016/j.lcsi.2021.100566.
Irayanti, I. (2026). Teachers’ readiness and pedagogical change in curriculum reform: Why dialogic and critical pedagogy fail to take root in Indonesia primary schools. Asian Education and Development Studies, 1–22. https://doi.org/10.1108/AEDS-11-2025-0593.
Isaeni, N. (2022). Peningkatan Kreativitas Guru dalam Program School in the Park Melalui Metode Group-Based Flipped Classroom. Jurnal Didaktika Pendidikan Dasar, 6(3), 929–944. https://doi.org/10.26811/didaktika.v6i3.1013.
Kamsina, K. (2020). Integrasi Teknologi dalam Pembelajaran Implementasi Pembelajaran Ilmu Teknologi dan Masyarakat. Edueksos : Jurnal Pendidikan Sosial & Ekonomi, 9(2). https://doi.org/10.24235/edueksos.v9i2.7103.
Kau, S. Dj., & Atute, I. (2023). Supervisi Klinis Sebagai Upaya Peningkatan Kemampuan Guru Memahami Bahan Ajar di Sekolah. Jurnal Didaktika Pendidikan Dasar, 7(1), 143–154. https://doi.org/10.26811/didaktika.v7i1.1043.
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214.
Lagarense, F., Purwanto, N. A., & Hemamalini, H. (2025). Transformational Leadership Of The Principal In The Implementation Of The Professional Learning Community (Plc). Jurnal Eduscience, 12(3), 644–659. https://doi.org/10.36987/jes.v12i3.6951.
Lee, M., Kim, J. W., Mo, Y., & Walker, A. D. (2022). A review of professional learning community (PLC) instruments. Journal of Educational Administration, 60(3), 262–287. https://doi.org/10.1108/JEA-03-2021-0060.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077.
Lestari, D. P., Habiburrahman, S., & Amri, H. (2024). Implementasi supervisi melalui pendekatan deep learning dalam meningkatkan kompetensi pedagogik guru PAI. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 5(1). https://doi.org/10.62775/edukasia.v5i1.766.
Mydin, A.-A., Xia, Y., & Long, Y. (2024). Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang. Teaching and Teacher Education, 148, 104715. https://doi.org/10.1016/j.tate.2024.104715.
Napitupulu, B., & Wibawanta, B. (2022). Evaluation of the Professional Learning Community Program for Teachers in Indonesia. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(3), 534. https://doi.org/10.33394/jk.v8i3.5573.
Nency, T. (2023). Metode Project-Based Learning untuk Meningkatkan Hasil Belajar IPA Materi Siklus Air Bagi Siswa Kelas V Sekolah Dasar. Jurnal Didaktika Pendidikan Dasar, 7(3), 1107–1122. https://doi.org/10.26811/didaktika.v7i3.1190.
Ninković, S., & Knežević Florić, O. (2024). School leadership and teaching practice: A systematic review of studies of the indirect effects. Journal of Educational Administration, 62(4), 357–372. https://doi.org/10.1108/JEA-08-2023-0190.
Nunnally, J. C. (1994). Psychometric Theory 3E (3rd ed.). Tata McGraw-Hill Education. https://books.google.co.id/books?id=_6R_f3G58JsC
Nurgas, I. H., Rasyid, M. N. A., & Mania, S. (2025). Evaluasi Program Komunitas Belajar Guru dengan Pendekatan. 14(1).
Nursi, M. R., Giatman, & Maksum, H. (2025). Peran Kepemimpinan Digital Dalam Era Pendidikan 4.0: Analisis Kesiapan Kepala Sekolah Menghadapi Transformasi Digital. Jurnal Edu Research, 5(4). https://doi.org/10.47827/jer.v5i4.413.
Rahmawati, Y., Mu’ti, A., Suyanto, S., & Herianingtyas, N. L. R. (2025). Pembelajaran Mendalam: Transformasi Pembelajaran Menuju Pendidikan Bermutu. Jurnal Penelitian Kebijakan Pendidikan, 18(1). https://doi.org/10.24832/jpkp.v18i1.1281.
Romadlon Junaidi, A., Hidayah, O., Ediyanto, E., & Sunandar, A. (2023). Indonesian Teachers’ Self-Efficacy on Implementation Cooperation and Class Management towards Inclusive Education. AL-ISHLAH: Jurnal Pendidikan, 15(3). https://doi.org/10.35445/alishlah.v15i3.3481.
Sahronih, S., Suryono, T., Maemuna, S., & Hasanah, D. (2023). Integrasi Teknologi Augmented Reality Berbasis Model Samr (Substitution, Augmentation, Modification, Redefinition) dalam Pembelajaran Ipa Sekolah Dasar. Prima Magistra: Jurnal Ilmiah Kependidikan, 4(4), 619–629. https://doi.org/10.37478/jpm.v4i4.3230.
Salenussa, R. E. I., Kempa, R., Lekatompessy, J. E., & Rumfot, S. (2024). Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Budaya Sekolah Terhadap Kinerja Guru pada Sekolah Pengerak SMA di Kecamatan Sirimau Kota Ambon. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 5(1), 1431–1444. https://doi.org/10.62775/edukasia.v5i1.1052.
Sarah, W. V., Ismanto, B., & Sanoto, H. (2023). Exploring the Role of Community-Based Partnership for Enhancing Academic Achievement: Empowering Students Through Quality Teaching. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(2), 671. https://doi.org/10.33394/jk.v9i2.7816.
Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2013). Mobilising teacher education: A study of a professional learning community. Teacher Development, 17(1), 1–18. https://doi.org/10.1080/13664530.2012.752671.
Setyasari, G. E., Sutopo, A., & Fuadi, D. (2025). Pengelolaan Komunitas Belajar Guru: Tantangan dan Peluang dalam Peningkatan Profesionalisme. 14(2).
Shenoy, S., Ortega, G., Merrill, J., Nannemann, A., & Rivera, M. (2025). Teacher perspectives on professional learning communities (PLCs) at a Native American school. School-University Partnerships, 18(3), 457–473. https://doi.org/10.1108/SUP-10-2024-0024.
Sugiyono. (2013). Metode penelitian kebijakan: Pendekatan kuantitatif, kualitatif, kombinasi,R&D dan penelitian evaluasi. Alfabeta,CV.
Supriyanto, J. (2023). Pengaruh Kompetensi Terhadap Kinerja Guru pada Masa Pandemi Covid-19. Jurnal Didaktika Pendidikan Dasar, 7(2), 661–686. https://doi.org/10.26811/didaktika.v7i2.1035.
Suryanto, D. (2021). Analysis Of The Effect Of School, Family, And Community Partnership On The Quality Of Education In Elemetary School 02 Cabeyan 02 Sukoharjo. Social, Humanities, and Education Studies (SHEs): Conference Series, 4(6). https://doi.org/10.20961/shes.v4i6.68470.
Tan, C. Y., Dimmock, C., & Walker, A. (2024). How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis. Educational Management Administration & Leadership, 52(1), 6–27. https://doi.org/10.1177/17411432211061445.
Townsend, T. (Ed.). (2019). Instructional Leadership and Leadership for Learning in Schools: Understanding Theories of Leading. Springer International Publishing. https://doi.org/10.1007/978-3-030-23736-3.
Voelkel, R. H. (2022). Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy. International Journal of Leadership in Education, 25(3), 345–366. https://doi.org/10.1080/13603124.2019.1690699.
Wening, M. H., & Santosa, A. B. (2020). Strategi Kepemimpinan Kepala Sekolah dalam Menghadapi Era Digital 4.0. Jmksp (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 5(1), 56. https://doi.org/10.31851/jmksp.v5i1.3537.
Widiastuti, I. (2025). Assessing the Impact of Education Policies in Indonesia: Challenges, Achievement, and Future Direction. AL-ISHLAH: Jurnal Pendidikan, 17(2), 1955–1964. https://doi.org/10.35445/alishlah.v17i2.6803.
Yenni, Y., Sari, A. P., & Lian, B. (2020). Peran Instructional Leadership Kepala Sekolah untuk Meningkatkan Profesionalisme Guru. Journal of Education Research, 1(3), 295–300. https://doi.org/1 0.37985/ jer.v1i3.35.
Yunita, A. E. F., Suneki, S., & Purnamasari, V. (2019). Analisis Ge.rakan Literasi Sekolah Pada Pembelajaran Tematik. Jurnal Ilmiah Sekolah Dasar, 3(2), 238. https://doi.org/10.23887/jisd.v3i2.18053.
Unduhan
Diterbitkan
Terbitan
Bagian
URN
Lisensi
Hak Cipta (c) 2026 Nares Parasti, Asep Saeful Rohman
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Semua materi yang diterbitkan oleh Jurnal_Didaktika_Pendidikan_Dasar dilisensikan di bawah Lisensi Internasional Creative Commons 4.0 (CC-BY-SA) atau lisensi yang setara sebagai lisensi optimal untuk publikasi, distribusi, penggunaan, dan penggunaan kembali karya ilmiah. Izin akses di luar cakupan lisensi ini mungkin tersedia di perpustakaan digital dan database jurnal akses terbuka.
