Electronic Theses and Dissertation

Penelitian ini dilatarbelakangi oleh rendahnya pemahaman guru terhadap pentingnya kompetensi pedagogik yang selaras dengan karakteristik Generasi Alpha serta belum optimalnya pelaksanaan Professional Learning Community (PLC) di sekolah sebagai wadah pengembangan profesional guru. Kondisi tersebut berdampak pada proses pembelajaran yang masih cenderung konvensional, kurang inovatif, dan belum sepenuhnya menyesuaikan dengan kebutuhan peserta didik digital yang memiliki karakter cepat, kolaboratif, serta berbasis teknologi. Oleh karena itu, penguatan kompetensi pedagogik guru melalui pendekatan kolaboratif menjadi kebutuhan mendesak dalam konteks pendidikan saat ini .Penelitian ini bertujuan untuk menganalisis perencanaan, pelaksanaan, evaluasi, dan tindak lanjut Professional Learning Community (PLC) oleh guru dan kepala sekolah dalam meningkatkan kompetensi pedagogik guru menghadapi Generasi Alpha di Sekolah Menengah Kejuruan Negeri Aceh Jaya. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian meliputi kepala sekolah, pengawas, wakil kepala sekolah, dan enam orang guru yang berasal dari SMKN 1 Calang dan SMKN 1 Teunom. Penelitian dilaksanakan selama sembilan bulan, mulai Maret hingga November 2025.Data dikumpulkan melalui teknik observasi, wawancara mendalam, dan studi dokumentasi. Analisis data dilakukan secara induktif melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan. Untuk meningkatkan ketepatan dan kedalaman analisis, data kualitatif dianalisis dengan bantuan perangkat lunak NVivo 15 melalui proses pengodean, pengelompokan tema, dan pemetaan hubungan antar temuan. Hasil penelitian menunjukkan bahwa perencanaan PLC telah dilakukan secara kolaboratif dengan melibatkan berbagai unsur sekolah, namun belum sepenuhnya berbasis pada analisis kebutuhan guru dan refleksi pembelajaran. Pelaksanaan PLC berlangsung rutin dengan partisipasi aktif guru, tetapi pemanfaatan teknologi digital dan praktik reflektif masih belum optimal. Evaluasi dan tindak lanjut telah dilakukan, namun masih terbatas pada aspek administratif dan belum terdokumentasi secara sistematis. Kesimpulannya, pelaksanaan PLC di SMK Negeri Aceh Jaya telah menumbuhkan budaya kolaboratif antara guru dan kepala sekolah, namun masih memerlukan penguatan kepemimpinan pembelajaran, dukungan kelembagaan, serta pengembangan sistem tindak lanjut berbasis digital. Peneliti menyarankan agar PLC terus dikembangkan dan dibiasakan sebagai budaya belajar kolaboratif yang berkelanjutan di sekolah.
Kata Kunci: Professional Learning Community, Kompetensi Pedagogik, Guru, Kepala Sekolah, Generasi Alpha

This study is motivated by teachers‘ limited understanding of the importance of pedagogical competence aligned with the characteristics of Generation Alpha, as well as the suboptimal implementation of Professional Learning Communities (PLCs) as a platform for teachers‘ professional development. These conditions have contributed to learning practices that remain conventional, less innovative, and insufficiently responsive to the needs of digitally oriented learners who tend to be fast paced, collaborative, and technology driven. Therefore, strengthening teachers‘ pedagogical competence through collaborative approaches has become an urgent necessity in the current educational context. This study aims to analyze the planning, implementation, evaluation, and follow up of Professional Learning Communities (PLCs) conducted by teachers and school principals to enhance teachers‘ pedagogical competence in addressing Generation Alpha in state vocational high schools in Aceh Jaya. A qualitative descriptive approach was employed. The research participants included school principals, supervisors, vice principals, and six teachers from SMKN (State Vocational High School) 1 Calang and SMKN 1 Teunom. The study was conducted over nine months, from March to November 2025. Data were collected through observations, in depth interviews, and document analysis. Data analysis was carried out inductively through the stages of data reduction, data display, and conclusion drawing. To enhance analytical rigour and depth, qualitative data were further analyzed in NVivo 15 using coding, thematic categorization, and relationship mapping. The findings indicate that PLC planning has been conducted collaboratively by involving various school stakeholders; however, it has not yet been fully grounded in teachers‘ needs analysis and reflective practice. PLC implementation has occurred regularly with active teacher participation, although the integration of digital technology and reflective practices remains limited. Evaluation and follow up activities have been conducted, but they remain largely administrative and are not systematically documented. In conclusion, the implementation of PLCs in state vocational high schools in Aceh Jaya has fostered a collaborative culture among teachers and school leaders; however, it requires further strengthening in instructional leadership, institutional support, and the development of digitally based follow up systems. The study recommends that PLCs be continuously developed and institutionalized as a sustainable collaborative learning culture within schools. Keywords: Professional learning community, pedagogical competence, teachers, school principals, generation alpha