<![CDATA[Elementary education relies heavily on teachers' professional competence as the primary determinant of learning quality, but the utilization of the Teacher and Education Personnel GEP Room as a forum for teacher professional development has not been optimal in elementary schools in Bireuen Regency. This study aims to describe the implementation of the Teacher and Education Personnel Room in improving the professional competence of elementary school teachers in terms of four dimensions of the Professional Learning Community (PLC), namely shared vision and values, collective learning and application, reflective dialogue, and supportive conditions. The study used a descriptive qualitative approach with principals, teachers, and supervisors at Peusangan 4 Elementary School and Peusangan Selatan 2 Elementary School, Bireuen Regency, who were selected purposively. Data were collected through semi-structured interviews, non-participant observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that the Teacher and Education Personnel Room plays a role in aligning teachers' learning visions, encouraging collective learning that is directly applied in teaching practice, facilitating constructive professional reflection, and is supported by principal leadership, school policies, and the availability of technological facilities. Approximately 90% of teachers actively discussed aligning learning objectives, and 80% of the independent training results were directly applied in developing teaching modules. However, time constraints and technological gaps remain challenges. This research implies the need to strengthen Ruang Teachers and Education Personnelas an integrated Professional Learning Community ecosystem to support continuous teacher professional development and improve the quality of learning in elementary schools.]]>
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