Optimalisasi Professional Learning Communities (PLC) sebagai StrategiKepala Sekolah dalam Membudayakan Deep Learning
DOI:
https://doi.org/10.67686/didaktika.v10i3.2159Abstract
This study analyzes how public elementary school principals optimize Professional Learning Communities (PLC) as a strategic approach to cultivating deep learning. While PLCs have been widely examined as a form of teacher professional development, research that explicitly integrates PLC management with the New Pedagogies for Deep Learning (NPDL) framework within the context of school leadership remains limited. This study addresses this gap by positioning principals as instructional leaders who systematically align PLC practices with global competencies, new pedagogies, digital technologies, learning partnerships, and teacher collective capacity. This descriptive quantitative study involved 30 public elementary school principals in Karanganyar Regency using total sampling. Data were collected through a 20 item questionnaire based on the NPDL framework, with strong content validity (Aiken’s V = 0.92) and reliability (Cronbach’s alpha = 0.73). The results show an overall mean score of 4.04 (80.80%), categorized as high, indicating relatively optimal implementation. Higher scores were found in learning partnerships and new pedagogy (4.08), while global competencies (6C) and collective capacity were relatively lower (3.98). These findings highlight PLC as a strategic leadership mechanism to cultivate deep learning systematically and strengthen school-wide professional learning practices.
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