<![CDATA[Penelitian ini menganalisis peran landasan psikologis dalam pengembangan budaya kolaborasi guru di SMPN 3 Cintapuri Darussalam, Kabupaten Banjar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif terhadap kegiatan kolaboratif, serta analisis dokumen sekolah. Hasil penelitian menunjukkan bahwa rasa aman psikologis, kepercayaan, efikasi (self-efficacy) yang menguat melalui dukungan sejawat, dan motivasi profesional menjadi fondasi penting yang mendorong guru lebih terbuka berbagi ide, menerima umpan balik, dan terlibat dalam refleksi bersama. Pemenuhan kondisi psikologis tersebut secara langsung meningkatkan kualitas proses kolaborasi—dari koordinasi administratif menuju pembelajaran profesional—yang tercermin pada penguatan perencanaan pembelajaran dan keputusan pedagogis. Meskipun demikian, kolaborasi masih menghadapi hambatan berupa keterbatasan waktu, beban administrasi, fluktuasi kehadiran, dan perbedaan gaya komunikasi yang dapat menurunkan kontinuitas forum serta kedalaman refleksi. Penelitian ini menegaskan bahwa penguatan aspek psikologis perlu disertai dukungan struktural dan kepemimpinan yang suportif, termasuk penjadwalan waktu kolaborasi yang terproteksi dan pengembangan kapasitas komunikasi profesional, agar praktik kolaboratif berkelanjutan dan berdampak pada mutu pembelajaran. Psychological Foundations as a Basis for Developing a Collaborative Teacher Culture: a Case Study at SMPN 3 Cintapuri Darussalam Abstract This study examines the role of psychological foundations in developing a culture of teacher collaboration at SMPN 3 Cintapuri Darussalam, Banjar Regency. Using a qualitative case study design, data were collected through in-depth interviews, participant observations of collaborative activities, and analysis of relevant school documents. The findings indicate that psychological safety, trust, strengthened self-efficacy through peer support, and professional motivation are key foundations that encourage teachers to share ideas openly, engage in constructive feedback, and participate in reflective discussions. When these psychological conditions are met, collaboration becomes more productive—shifting from administrative coordination toward professional learning—resulting in improved lesson planning and pedagogical decision-making. However, collaboration remains constrained by limited time, administrative workload, fluctuating attendance, and differing communication styles, which can reduce continuity and the depth of reflection. The study underscores that strengthening psychological foundations must be accompanied by structural support and supportive leadership, including protected collaborative time and enhanced professional communication capacity, to sustain collaborative practices and improve instructional quality.]]>
