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All Journal Conciencia IRJE (Indonesian Research Journal in Education)
Hastuti, Rita
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE CONTRIBUTION OF DIGITAL PROFESSIONAL LEARNING COMMUNITY ACTIVITY STAGES TO TEACHER LEARNING PERFORMANCE COMPONENTS IN JAKARTA HIGH SCHOOLS Hastuti, Rita; Permana Johar; Taufani, Taufani; Bakari, Abu
Conciencia Vol 24 No 2 (2024): Conciencia
Publisher : Pascasarjana Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/6pvr4k68

Abstract

This study aims to analyse the contribution of digital Professional Learning Community (PLC) activity stages to the components of teacher learning performance in Senior High Schools (SMA) in DKI Jakarta. The three aspects of performance studied include: teacher learning performance (jargu), peer learning (jarse), and professional development (karpro). This study used a quantitative method with multiple regression design, involving 133 teachers from seven schools in five areas of Jakarta. The analysis showed that the implementation stage of digital PLC contributed the most to teachers' learning performance by 58.7%, while evaluation affected professional development by 58.2%, and planning contributed to peer learning by 40.6%. Overall, the regression model shows that all the variables of the digital PLC activity stages simultaneously have a significant positive effect on improving teacher learning performance, with a coefficient of determination of 79.2%. These findings highlight the importance of school support in facilitating digital PLC activities to improve teaching quality and teacher professionalism. 
Effectiveness of principals’ supervision and the learning performance of high school teachers through digital-based PLC Hastuti, Rita; Johar, Permana; Taufani
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.37112

Abstract

Teachers' learning performance can be improved through the principal's supervision by implementing several strategies and supporting tools. One of the strategies in learning supervision can be carried out through digital-based Professional Learning Communication (PLC) activities. The purpose of this study is to analyze the effectiveness of learning supervision in improving teacher learning performance through digital-based PLC activities, using a quantitative method with a multiple-regression research design. The results showed that the adjusted R2 (determination coefficient) was 0.934, meaning that the supervision activity of digital-based PLC (X1), and the supervision outcome activity of digital-based PLC (X2) contributed 93.4%, to the improving the learning performance of high school teachers (Y), while the remaining 6.6% explained by other factors that are not described in this study. The result of F (418.635) > F-table (3.91) and the significance value of P = 0.001 < α 0.05, means that the test model is feasible. In other words, there is a significant simultaneous influence of both variables on the improvement of high school teachers' learning performance (Y).
Co-Authors Bakari, Abu Johar, Permana Permana Johar Taufani Taufani, Taufani