Electronic Theses and Dissertation

Kompetensi pedagogik guru merupakan faktor kunci dalam menentukan kualitas pembelajaran di sekolah dasar, terutama dalam membangun proses belajar yang bermakna, aktif, dan kontekstual. Namun, sekolah dasar di daerah pedesaan masih menghadapi berbagai keterbatasan seperti minimnya pelatihan profesional, kurangnya sarana teknologi, dan terbatasnya dukungan kelembagaan berkelanjutan. Penelitian ini bertujuan menganalisis efektifitas komunitas belajar dalam meningkatkan kompetensi pedagogik guru sekolah dasar melalui pendekatan kualitatif deskriptif. Penelitian dilaksanakan di tiga SD Negeri Kecamatan Simeulue Timur (SDN 4, SDN 11, dan SDN 12) selama tahun 2025 dengan melibatkan 13 informan, terdiri atas tiga kepala sekolah, tiga ketua komunitas belajar, enam guru, dan satu pengawas. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, serta telaah dokumen perencanaan dan pelaksanaan kegiatan komunitas belajar, kemudian dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa efektivitas komunitas belajar terbentuk melalui perencanaan partisipatif, implementasi kolaboratif, dan refleksi terarah yang berorientasi pada peningkatan kompetensi pedagogik guru. Faktor pendukung utama mencakup kepemimpinan kepala sekolah yang transformasional, motivasi intrinsik guru, serta dukungan kebijakan Merdeka Belajar, sedangkan faktor penghambat meliputi keterbatasan waktu, sarana pendukung, dan variasi partisipasi anggota komunitas. Penelitian ini menyimpulkan bahwa komunitas belajar berperan efektif sebagai wadah pengembangan profesional berkelanjutan bagi guru di daerah pedesaan. Rekomendasi diarahkan pada penguatan dukungan kelembagaan dan pengembangan model komunitas belajar digital yang adaptif dan kontekstual bagi guru di wilayah terpencil.
Kata kunci: Efektivitas, Komunitas belajar, kompetensi pedagogik.

Teachers‘ pedagogical competence is a key factor in determining the quality of learning in elementary schools, particularly in fostering meaningful, active, and contextual learning processes. However, elementary schools in rural areas continue to face various constraints, including limited access to professional training, inadequate technological facilities, and insufficient sustained institutional support. This study aims to analyze the Efectiveness of learning communities for improving elementary school teachers‘ pedagogical competence using a descriptive qualitative approach. The study was conducted in three state elementary schools (SDNs) in Simeulue Timur Subdistrict (SDN 4, SDN 11, and SDN 12) throughout 2024. It involved 13 informants: three principals, three learning community leaders, six teachers, and one school supervisor. Data were collected through in-depth interviews, participatory observation, and document analysis of the planning and implementation of learning community activities. The data were analyzed using the interactive model proposed by Miles and Huberman. The findings indicate that learning community Efectiveness were developed through participatory planning, collaborative implementation, and structured reflection oriented toward enhancing teachers‘ pedagogical competence. The main supporting factors included transformational leadership of school principals, teachers‘ intrinsic motivation, and policy support from the Merdeka Belajar (Independent Learning) initiative. In contrast, inhibiting factors included time constraints, limited supporting facilities, and variations in member participation levels. The study concludes that learning communities serve as an effective platform for continuous professional development for teachers in rural areas. Consequently, it is recommended that institutional support be strengthened and that digital learning community models be developed to be adaptive and contextual, better serving teachers in remote regions. Keywords: Efectiveness, Learning community, pedagogical competence.