<![CDATA[Amid demands of Indonesia’s Independent Curriculum, rural elementary teachers—such as at SDN Cintanagara, Cianjur—face challenges in professional competence, including low participation in self-development and limited adaptation to learning technology. The Learning Community Program (PKB), part of the Internal Quality Assurance System (SPMI), is intended as a managerial strategy to enhance teacher competence but encounters obstacles in coordination and monitoring/evaluation. This qualitative case study analyzes PKB management (planning, implementation, evaluation) and its impact on teacher development at SDN Cintanagara, using in-depth interviews, participant observation, and document analysis, with thematic analysis and triangulation. Grounded in Bush’s POAC educational management theory, Wenger’s learning community concept, and SPMI policy (Permendikbud No. 28/2016), findings show PKB management is moderately effective: ~75% success in planning/implementation via MGMP and KKG activities, and a 68% increase in pedagogical competence (pre-/post-test). Evaluation remains suboptimal due to limited measurable indicators. Overall, PKB significantly improves professional competence when supported by continuous monitoring, strong school leadership, and digital platforms for hybrid learning communities.]]>
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