Kolaborasi Guru dalam Kelompok Belajar Profesional untuk Optimalisasi Pembelajaran Berkelanjutan di Kota Tangerang

Cecep Maman Hermawan; Okta Rosfiani; Syamsudin Abdullah

doi:10.9000/jupetra.v5i2.2290

Authors

Cecep Maman Hermawan Universitas Muhammadiyah Jakarta
Okta Rosfiani Universitas Muhammadiyah Jakarta
Syamsudin Abdullah Universitas Muhammadiyah Jakarta

DOI:

https://doi.org/10.9000/jupetra.v5i2.2290

Keywords:

Kolaborasi Guru; Kelompok Belajar Profesional; Pembelajaran Berkelanjutan; Pengembangan Profesional; Kota Tangerang

Abstract

Masyarakat ini bertujuan untuk meningkatkan kualitas pendidikan dasar melalui pembentukan dan penguatan Kelompok Belajar Profesional (KBP) bagi guru-guru sekolah dasar di Kota Tangerang. Latar belakang kegiatan dilatarbelakangi oleh tantangan rendahnya budaya kolaborasi antar guru serta terbatasnya akses terhadap pengembangan keprofesian berkelanjutan (PKB) yang efektif dan kontekstual, yang pada akhirnya berdampak pada proses pembelajaran. Mitra dalam kegiatan ini adalah para guru dari empat sekolah dasar negeri yang mewakili wilayah utara dan selatan Kota Tangerang. Metode pelaksanaan dilakukan secara partisipatif dan siklis, dimulai dengan identifikasi kebutuhan melalui survei dan FGD, dilanjutkan dengan pelatihan fasilitator internal untuk memastikan keberlanjutan. Tahap inti adalah pendampingan intensif selama pembentukan dan operasionalisasi KBP, yang difasilitasi dengan workshop pemanfaatan teknologi digital dalam pembelajaran. Seluruh proses dimonitoring melalui evaluasi formatif dan diakhiri dengan evaluasi sumatif. Hasil evaluasi menunjukkan bahwa kegiatan ini berhasil membentuk KBP yang aktif dan mandiri di seluruh sekolah mitra, ditandai dengan jadwal pertemuan rutin dan agenda kerja yang jelas. Capaian utama termasuk peningkatan yang signifikan dalam keterampilan kolaboratif, komunikasi, dan refleksi praktik mengajar among para guru, serta dihasilkannya delapan modul ajar inovatif berbasis masalah lokal. Dampak jangka panjang yang diharapkan adalah terciptanya budaya belajar kolektif, peningkatan berkelanjutan pada motivasi mengajar guru, dan transformasi praktik pembelajaran yang lebih adaptif dan berpusat pada siswa. Disimpulkan bahwa pendekatan kolaboratif melalui KBP merupakan strategi yang efektif dan berkelanjutan untuk memberdayakan guru sebagai ujung tombak peningkatan mutu pendidikan.

Downloads

Download data is not yet available.

References

Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216-224.

Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548.

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.

Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Company.

Besemer, S. P., & Treffinger, D. J. (1981). Analysis of creative products: Review and synthesis. Journal of Creative Behavior, 15(3), 158-178.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Chambers, R. (1994). Participatory rural appraisal (PRA): Challenges, potentials and paradigm. World Development, 22(10), 1437-1454.

Cooperrider, D. L., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. Berrett-Koehler Publishers.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Sage publications.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.

Deming, W. E. (1986). Out of the crisis. MIT press.

DuFour, R. (2004). What is a professional learning community?. Educational Leadership, 61(8), 6-11.

Fisher, R., & Ury, W. (1981). Getting to yes: Negotiating agreement without giving in. Houghton Mifflin.

Fullan, M. (2020). Leading in a culture of change. John Wiley & Sons.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Hattie, J. (2009). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge.

Hermawan, C. M., Rosfiani, O., Santoso, G., & Nufasa, M. (2024). Laporan akhir penelitian: Kinerja Guru dalam Kelompok Belajar Profesional Sekolah Dasar di Kota Tangerang. LPPM UMJ.

Hermawan, C. M., Rosfiani, O., Santoso, G., Aini, Z., dan Elfiraza. (2023). Bimtek untuk Guru Merancang Modul Ajar dan Melaksanakan Pembelajaran Terdiferensiasi untuk Capaian Keterampilan Abad Ke-21 Siswa. Jurnal Pengabdian Masyarakat Bangsa, 1(10), 2466-2475. https://jurnalpengabdianmasyarakatbangsa.com/index.php/jpmba/article/view/534

Hermawan, C. M., Rosfiani, O., Syamsudin, Zulfikar, Y., dan Daffa, M. T. (2022). Coaching untuk Guru Membuat Modul Ajar dan Melaksanakan Pembelajaran Proyek untuk Meningkatkan Keterampilan Abad Ke-21 dan Keterampilan Literasi Murid. Kawanad: Jurnal Pengabdian Kepada Masyarakat (KJPKM), 1(2), 170-180. https://journal.kawanad.com/index.php/kjpkm/article/view/87

Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development Laboratory.

Israel, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of community-based research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19(1), 173-202.

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.

Kemdikbudristek. (2021). Buku panduan indikator kinerja utama. Jakarta: Direktorat Jenderal Pendidikan Tinggi.

Kemendikbud. (2019). Laporan hasil PISA 2018. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.

Knowles, M. S. (1984). Andragogy in action. Jossey-Bass.

Kotter, J. P. (2012). Leading change. Harvard Business Review Press.

Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Sage publications.

Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools.

Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement: A meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148.

Louis, K. S., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers' work and student experiences in restructuring schools. American Journal of Education, 106(4), 532-575.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence?. Consortium on Chicago School Research.

Nuryadin, E. (2019). Implementasi kelompok belajar profesional dalam meningkatkan kompetensi guru di sekolah dasar. Jurnal Pendidikan, 18(2), 101-115.

OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing.

Olivier, D. F., Hipp, K. K., & Huffman, J. B. (2010). Assessing and analyzing schools as professional learning communities. In K. K. Hipp & J. B. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp. 29–41). Rowman & Littlefield Education.

Olivier, D. F., Hipp, K. K., & Huffman, J. B. (2010). Assessing and analyzing schools as professional learning communities. In Professional learning communities (pp. 89-118). Springer.

Owen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth. Australian Journal of Adult Learning, 54(2), 54-77.

Rahman, M. T., & Amri, M. (2018). The impact of professional learning communities on teacher professionalism in Aceh. Journal of Education and Learning, 12(1), 21-28.

Rosfiani, O., Hermawan, C. M., Abdullah, S., Zahraningtyas, F., dan Fitriani, S. (2023). Bimbingan Teknis Implementasi Kurikulum Merdeka di Madrasah dalam Lingkungan Kementerian Agama. Jurnal Pengabdian Masyarakat Bangsa, 1(9), 1992-1999. https://jurnalpengabdianmasyarakatbangsa.com/index.php/jpmba/article/view/456

Rosfiani, O., Hermawan, C. M., Rizqiya, F., dan Sidqi, D. A. Bimbingan Teknis Perancangan Modul Ajar Berbasis Merdeka Belajar dan Terpusat pada Murid. Kawanad: Jurnal Pengabdian Kepada Masyarakat (KJPKM), 1(2),162-169. https://journal.kawanad.com/index.php/kjpkm/article/view/86

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic books.

Schwarz, R. (2002). The skilled facilitator: A comprehensive resource for consultants, facilitators, managers, trainers, and coaches. Jossey-Bass.

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.

Stufflebeam, D. L. (2003). The CIPP model for evaluation. In International handbook of educational evaluation (pp. 31-62). Springer.

Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43.

Thessin, R. A., & Starr, J. P. (2011). Supporting the growth of effective professional learning communities. Phi Delta Kappan, 92(6), 48-54.

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

White, S. A. (2003). Participatory video: Images that transform and empower. Sage publications.

Zhang, Y., Zhang, M., & Wei, L. (2018). Effects of professional learning community on teacher professional development and student learning: A systematic review. International Journal of Educational Management, 32(6), 937-953.