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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Erni Murniarti
Program Studi Magister Administrasi Pendidikan, Universitas Kristen Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Strategi Pengembangan Profesionalisme Guru Melalui Program Komunitas Belajar (Learning Community) Di Era Transformasi Digital Dede Irma Sitanggang; Bintang Simbolon; Erni Murniarti
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6090

Abstract

Teacher professionalism is the primary key to improving educational output quality in the era of digital transformation. This study aims to analyze strategies for developing teacher professionalism through the strengthening of Learning Communities (Kombel) as a platform for peer collaboration and the optimization of the Platform Merdeka Mengajar (PMM). Using a descriptive qualitative approach, data were collected at TK Ecole de Smarties through participant observation, in-depth interviews with five educators (FE, FS, DE, AR, and MS), and documentary studies of teachers' digital portfolios. The evaluation focused on the extent to which reflective discussions within the Learning Community could bridge the pedagogical and technological competency gaps that have historically been difficult to address through conventional one-way training. The results indicate that development strategies based on internal school collaboration are significantly more effective in improving pedagogical competency compared to formal, centralized training. This effectiveness stems from the provision of space for teachers to engage in contextual reflective practice and provide direct peer feedback in a psychologically safe environment. Furthermore, the integration of PMM into Learning Community activities has been proven to accelerate access to relevant curriculum references, thereby creating a sustainable independent learning ecosystem. The study concludes that strengthening instructional leadership from the school principal is essential to maintaining the consistency of these communities as a driving force for teacher professionalism. Consequently, the synergy between digital tools and human interaction remains the core of modern professional development strategies.
Kesiapan Guru Mengemban Kepemimpinan Di Sekolah: Tinjauan Literatur Komparatif Pada Konteks Indonesia, Jepang dan Internasional Maria Maya Sareng; Erni Murniarti
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6263

Abstract

This study aims to examine teacher readiness to assume leadership roles in schools and to formulate a contextual strengthening model for school improvement. The study used a semi-systematic literature review with comparative content analysis. The review covered 23 scholarly sources selected from an initial pool of 78 documents identified through Google Scholar, SINTA/GARUDA, Scopus, academic publisher websites, and international organization reports. Selection was conducted through duplicate removal, title and abstract screening, full-text eligibility assessment, and relevance mapping based on predefined inclusion and exclusion criteria. The findings show that teacher leadership readiness is a multidimensional construct consisting of cognitive, affective-motivational, socio-collaborative, and structural-institutional dimensions. Critical synthesis indicates that readiness cannot be formed through individual training alone because it depends on the interaction between teacher self-efficacy, professional experience, collaborative culture, principal support, mentoring opportunities, and continuous professional development policies. Comparative analysis shows that Indonesia has policy momentum through Kurikulum Merdeka and Guru Penggerak, but still faces hierarchical and structural barriers. Japan provides an instructive example through kenkyushunin and lesson study, where teacher leadership grows from school-based inquiry and reflective professional routines. This article contributes a layered strengthening model that integrates individual capacity development, professional learning communities, transformational and instructional principal leadership, and institutional policy support.
Co-Authors Bintang Simbolon Dede Irma Sitanggang Maria Maya Sareng