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All Journal Journal of Language and Literature Studies Jurnal Ragam Pengabdian
Whindari, Suyun
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Managing Professional Learning Communities for Sustainable Teacher Professional Development: A Case Study in an Indonesian Elementary School Whindari, Suyun; Kusumaningsih, Widya; Nuroso, Harto
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/98q53m92

Abstract

Sustainable teacher professional development requires school-based organizational mechanisms that enable continuous collaboration, reflection, and professional learning. This study aimed to analyze the management of the SeBAIK CANDA Professional Learning Community (PLC) in supporting sustainable teacher professional development at an Indonesian elementary school. A qualitative approach with a case study design was employed at SD Negeri Candirejo 02 Ungaran Barat, Semarang Regency, Central Java, Indonesia. Ten participants were purposively selected, comprising one principal, seven classroom teachers, and two learning community coordinators. Data were collected through semi-structured interviews, observations, and documentation and analyzed using inductive thematic analysis adapted from the interactive model of Miles, Huberman, and Saldaña. Research credibility was strengthened through source and technique triangulation, member checking, and an audit trail. The findings revealed five interconnected dimensions of sustainable PLC management: structured planning and organization, collaborative and reflective professional learning, supportive school leadership, continuous evaluation and follow-up, and adaptive organizational support. Professional discussions, peer feedback, experience sharing, classroom-based reflection, and follow-up activities strengthened collective responsibility for teacher learning and connected professional development with instructional practice. Although limited time, administrative workload, scheduling conflicts, and differences in professional readiness constrained program continuity, teacher commitment and flexible communication supported sustained professional interaction. The study proposes a sustainable PLC management framework that positions professional learning communities as organizational systems for continuous, collaborative, reflective, and school-embedded teacher professional development.
Enhancing Elementary School Students' Descriptive Writing Skills Through ThingLink-Assisted Project-Based Learning: A Classroom Action Research Al Mahfudhoh, Anggraeni; Laila, Anisa Fatin; Rahmawati, Annisa Ianna; Arfiani, Anna; Puspitasari, Ananda Heryunita; Suryandani, Anike Dyah Ayu; Mulyani, Petra Kristi; Setyamayanti, Dyah; Whindari, Suyun
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.6547

Abstract

Descriptive writing remains a challenging literacy skill for elementary school students, particularly in developing ideas, organizing information, selecting appropriate vocabulary, and applying language conventions. This study aimed to improve fifth-grade students’ descriptive writing skills through ThingLink-assisted Project-Based Learning (PjBL). The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages implemented in two cycles. The participants were 32 fifth-grade students at an Elementary school in Central Java, Indonesia. Data were collected through descriptive writing assessments, student activity observations, teacher performance observations, interviews, field notes, and documentation. Students’ writing performance was evaluated using an analytic rubric covering content, organization, vocabulary, language use, and mechanics. The findings revealed continuous improvement in students’ descriptive writing achievement, with the mean score increasing from 65.00 in the pre-cycle to 73.13 in Cycle I and 79.84 in Cycle II. Learning mastery improved from 40.63% to 87.50%, exceeding the predetermined success criterion. The integration of ThingLink within PjBL provided students with interactive exploration opportunities, richer sources of information, collaborative experiences, and structured support for developing descriptive texts. The study implies that technology-supported Project-Based Learning can serve as an effective approach for enhancing elementary students’ writing skills and promoting meaningful literacy development.
Co-Authors Al Mahfudhoh, Anggraeni Arfiani, Anna Harto Nuroso Laila, Anisa Fatin Mulyani, Petra Kristi Puspitasari, Ananda Heryunita Rahmawati, Annisa Ianna Setyamayanti, Dyah Suryandani, Anike Dyah Ayu Widya Kusumaningsih