Evaluation of the Professional Learning Community Program for Teachers in Indonesia

Bernard Napitupulu, Budi Wibawanta

Abstract


The purpose of this study is to evaluate the Professional Learning Community program (PLC) ABC school teachers in Indonesia. The research method used is program evaluation with a Context, Input, Process, and Product (CIPP) model with a qualitative approach. The subjects of this research are the academic head, PIC, and teachers. The locations of the subjects of this study were from various school areas in Indonesia, namely Lubuk Linggau, Cikarang, Makassar, and Manado. The instruments used were interview sheets, document study sheets, questionnaire questions, and audio-visual material usage sheets. The data analysis technique used is descriptive statistics and coding. The results of this study indicate that the implementation of the ABC School PLC is still running well and has succeeded in fostering cooperation in accordance with the PLC document. On the other hand, PLC has not succeeded in increasing teacher professionalism and collaboration. The discovery of the difference between cooperation and collaboration is a new discovery in this research. Considering the results of the evaluation using the CIPP model, the PLC program needs to be continued by implementing several improvements that need to be made.

Keywords


Program Evaluation; Professional Learning Community; Collaboration; Teacher Professionalism.

Full Text:

PDF

References


Alwasilah, AC (2017). Anyway Qualitative: Fundamentals of Designing and Conducting Qualitative Research (1st Editio). Jaya Library.

Ambiyar, M., & D. (2019). Program Evaluation Research Methodology (1st edition). Alphabeta.

Andrews, C., J., D., & Richmond, G. (2019). Professional Development for Equity: What Constitutes Powerful Professional Learning? Journal of Teacher Education, 70(5), 408–409. https://doi.org/10.1177/0022487119875098

Bachtiar. (2021). Professional Teaching and Learning Effectiveness : A Case of English Language Teaching in Indonesia. International Journal of Education, 14(1), 11–18. https://doi.org/10.17509/ije.v14i1.25533

Barr, S., & Askell-Williams, H. (2020). Changes in teachers' epistemic cognition about self-regulated learning as they are engaged in a researcher-facilitated professional learning community. Asia-Pacific Journal of Teacher Education, 48(2), 187–212. https://doi.org/10.1080/1359866X.2019.1599098

DuFour, R., & Reeves, D. (2016). The utility of PLC lite. Phi Delta Kappan, 97(6), 69–73. https://doi.org/10.1177/0031721716636878

Graham, P. (2015). Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community. RMLE Online, 31(1), 1–17. https://doi.org/10.1080/19404476.2007.11462044

Herwina, W., Danial, A., & Sutianah, C. (2022). Governance Innovation of the Non-Formal Education in Handling the Crisis of Community Learning Services During the Covid-19 Pandemic. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(1), 18. https://doi.org/10.33394/jk.v8i1.4298

Jargalsaikhan, BE, Ganbaatar, N., Urtnasan, M., Uranbileg, N., Begzsuren, D., Patil, KR, Mahajan, UB, Unger, BS, Goyal, SN, Belemkar, S., Surana, SJ, Ojha, S., Patil, CR, Mansouri, MT, Hemmati, AA, Naghizadeh, B., Mard, SA, Rezaie, A., Ghorbanzadeh, B., … Yuanita, E. (2019). Professional Learning Community (PLC) Autonomy & Trust – A Cross Case Study. Molecules, 9(1), 148–162. http://jurnal.globalhealthsciencegroup.com/index.php/JPPP/article/download/83/65%0Ahttp://www.embase.com/search/results?subaction=viewrecord&from=export&id=L603546864%5Cnhttp://dx.doi.org/10.1155/2015/420723%0Ahttp://link.springer.com/10.1007/978-3-319-76

Leane, B. (2014). How I learned the value of a true PLC. 95(6), 44–46.

Luis, F., & Moncayo, G. (2014). Qualitative Data Analysis (3rd editio). Sage.

Makovec, D. (2018). The teacher's role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33–45. https://doi.org/10.5937/ijcrsee1802033M

Mattos, M., DuFour, R., DuFour, R., Eaker, R., & Many, TW (2016). Frequently Asked Question: About Profesional Learning Communication at Work (1st Editio). Solution Tree Press.

Ostovar-Nameghi, SA, & Sheikhahmadi, M. (2016). From Teacher Isolation to Teacher Collaboration: Theoretical Perspectives and Empirical Findings. English Language Teaching, 9(5), 197. https://doi.org/10.5539/elt.v9n5p197

Owen, S. (2016). Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts. Educational Review, 68(4), 403–419. https://doi.org/10.1080/00131911.2015.1119101

Prenger, R., Poortman, CL, & Handelzalts, A. (2019). The Effects of Networked Professional Learning Communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574

Riggins, C., & Knowles, D. (2020). Caught in the Trap of Plc Lite: Essential Steps Needed for Implementation of a True Professional Learning Community. 46–55.

Schaap, H., & de Bruijn, E. (2018). Elements affecting the development of professional learning communities in schools. Learning Environments Research, 21(1), 109–134. https://doi.org/10.1007/s10984-017-9244-y

Sindberg, LK (2016). Elements of a Successful Professional Learning Community for Music Teachers Using Comprehensive Musicianship Through Performance. Journal of Research in Music Education, 64(2), 202–219. https://doi.org/10.1177/0022429416648945

Slack, A. (2019). The Power of Professional Learning: Using PLCs to Enhance Accessibility of Instruction for English Learners. International Journal of Teacher Leadership, 10(2), 17–27.

Smith, D., Sevensma, K., Terpstra, M., & McMullen, S. (2020). Digital Life Together (1st editio). Wm.B. Eerdmans Publishing.

Stufflebeam, DL, & Zhang, G. (2017). The CIPP Evaluation Model: How To Evaluate for Improvement and Accountability (1st Editio). The Guilford Press.

Sudira, P. (2009). Studi mandiri grounded theory. Yogyakarta : UNY, 1–29.

Sunaengsih, C., Komariah, A., Isrokatun, I., Anggarani, M., & Silfiani, S. (2019). Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools. Mimbar Sekolah Dasar, 6(3), 277–291. https://doi.org/10.17509/mimbar-sd.v6i3.20626

Thessin, RA (2021). The principal's role in planning essential supports for school-based professional learning communities. Educational Planning, 28(2), 7–25. https://files.eric.ed.gov/fulltext/EJ1301950.pdf

Vijayadevar, S., Thornton, K., & Cherrington, S. (2019). Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings. Contemporary Issues in Early Childhood, 20(1), 79–92. https://doi.org/10.1177/1463949119833578

Vossen, TE, Henze, I., De Vries, MJ, & Van Driel, JH (2020). Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education, 30(2), 295–320. https://doi.org/10.1007/s10798-019-09507-7

Wan, S., & Yan, W. (2020). Unpacking the Relationship Between Teachers' Perceptions of Professional Learning Communities and Differentiated Instruction Practice. ECNU Review of Education, 3(4), 694–714. https://doi.org/10.1177/2096531120969988

Wennergren, AC, & Blossing, U. (2017). Teachers and students together in a professional learning community. Scandinavian Journal of Educational Research, 61(1), 47–59. https://doi.org/10.1080/00313831.2015.1066441

Yumarnamto, M., & Prijambodo, V. (2020). “Teaching is God's Calling”: Teachers' Beliefs and Professional Identity at Ten Christian Schools in Indonesia. “Teaching Is God's Calling”: Teachers' Beliefs and Professional Identity at Ten Christian Schools in Indonesia, 13(2), 70–78. https://doi.org/10.17509/ije.v13i2.24794

Zhang, S., Gao, Q., Wen, Y., Li, M., & Wang, Q. (2021). Automatically Detecting Cognitive Engagement Beyond Behavioral Indicators: A Case of Online Professional Learning Community. Educational Technology and Society, 24(2), 58–72.




DOI: https://doi.org/10.33394/jk.v8i3.5573

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Bernard Napitupulu

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran

E-ISSN: 2442-7667

Published by LPPM Universitas Pendidikan Mandalika

Email: [email protected] 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.