<![CDATA[ABSTRACT This study was motivated by the importance of supporting the development of students’ creative thinking skills through active, contextual, and innovative learning, as well as the need for professional teacher collaboration in designing such learning. This study aimed to describe the role of teacher learning communities (Kombel) in supporting the development of students’ creative thinking skills at SD 3 Inpres Birobuli, Palu City, identify the forms of Kombel activities that support creative learning, and analyze the supporting and inhibiting factors in their implementation. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, with the principal and teachers serving as the primary data sources regarding the implementation of Kombel and its application in classroom learning. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was examined through triangulation. The findings indicate that Kombel serves as a professional collaboration forum for teachers through experience sharing, discussion of learning problems, reflection, lesson planning, sharing of good practices, and the development of creative learning media and activities. These practices support learning environments that provide students with opportunities to generate ideas, try various problem-solving strategies, and develop ideas fluently, flexibly, originally, and elaboratively. Supporting factors include teacher commitment, principal support, a collaborative culture, and openness in sharing practices, while inhibiting factors include limited time, differences in teachers’ abilities and experiences, and inadequate learning facilities. The contribution of this study lies in providing an empirical description of how teacher learning communities function as a collaborative mechanism for supporting creative-learning practices oriented toward the development of students’ creative thinking skills at the elementary school level. This study does not quantitatively measure an increase in students’ creative thinking skills but identifies the contribution of Kombel based on observed learning practices and information obtained from the research participants. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya pengembangan kemampuan berpikir kreatif siswa melalui pembelajaran yang aktif, kontekstual, dan inovatif serta perlunya kolaborasi profesional guru dalam merancang pembelajaran tersebut. Penelitian ini bertujuan untuk mendeskripsikan peran komunitas belajar (Kombel) guru dalam mendukung pengembangan kemampuan berpikir kreatif siswa di SD 3 Inpres Birobuli Kota Palu, mengidentifikasi bentuk kegiatan Kombel yang mendukung pembelajaran kreatif, serta menganalisis faktor pendukung dan penghambat pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi dengan kepala sekolah dan guru sebagai sumber data utama, yang memberikan informasi mengenai pelaksanaan Kombel dan penerapannya dalam pembelajaran. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperiksa melalui triangulasi. Hasil penelitian menunjukkan bahwa Kombel berperan sebagai wadah kolaborasi profesional guru melalui kegiatan berbagi pengalaman, diskusi permasalahan pembelajaran, refleksi, perencanaan pembelajaran, berbagi praktik baik, serta pengembangan media dan aktivitas pembelajaran kreatif. Praktik tersebut mendukung terciptanya pembelajaran yang memberikan ruang kepada siswa untuk menghasilkan gagasan, mencoba berbagai cara penyelesaian, dan mengembangkan ide secara lancar, luwes, orisinal, dan elaboratif. Faktor pendukung meliputi komitmen guru, dukungan kepala sekolah, budaya kolaborasi, dan keterbukaan dalam berbagi praktik, sedangkan faktor penghambat meliputi keterbatasan waktu, perbedaan kemampuan dan pengalaman guru, serta keterbatasan sarana pembelajaran. Kontribusi penelitian ini terletak pada deskripsi empiris mengenai bagaimana komunitas belajar guru digunakan sebagai mekanisme kolaboratif untuk mendukung pengembangan pembelajaran yang berorientasi pada kemampuan berpikir kreatif di tingkat sekolah dasar. Penelitian ini tidak mengukur peningkatan kemampuan berpikir kreatif siswa secara kuantitatif, tetapi mengidentifikasi kontribusi Kombel berdasarkan praktik pembelajaran dan informasi yang diperoleh dari sumber data penelitian.]]>
