Structured Professional Learning Community Innovation to Enhance Teacher Collaboration in Inclusive Elementary Schools.: Inovasi Komunitas Belajar Profesional Terstruktur untuk Meningkatkan Kolaborasi Guru pada Sekolah Dasar Inklusi.

Marni Prihartini (Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta)
Cepi Safruddin Abdul Jabar (Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta)

Indonesian Journal of Innovation Studies
Vol. 27 No. 4 (2026): October

General Background The transition toward student-centered pedagogical paradigms necessitates continuous professional development and robust cooperation among educators. Specific Background Inclusive primary institutions require educators to address highly diverse learner needs, yet heavy administrative duties and standardized planning often restrict cooperative instructional design. Knowledge Gap Current literature rarely explores how specific administrative practices facilitate cooperative professional networks to support differentiated instruction at the primary level. Aims This study investigates the mechanisms through which administrators facilitate cooperative networks to support diverse educational environments. Results Findings from a qualitative case study at SDN 002 Kombeng reveal that while administrators act as facilitators through routine coordination meetings, implementation remains suboptimal. Severe time constraints, excessive regulatory duties, and a lack of structured programmatic design prevent these interactions from maturing into sustainable professional networks. Novelty This research specifically identifies the operational disconnect between theoretical administrative roles and the practical execution of cooperative pedagogical planning in remote educational settings. Implications Institutional managers must transition from compliance-based supervision toward structured instructional guidance by institutionalizing scheduled cooperative planning sessions and data-driven reflective dialogues. Highlights Excessive regulatory duties and severe time constraints restrict cooperative pedagogical planning among educators. Routine coordination meetings currently prioritize administrative compliance over sustainable professional development strategies. Transforming institutional culture requires structured reflective dialogues and data-driven instructional decision-making frameworks. Keywords Instructional Administration; Cooperative Pedagogy; Differentiated Instruction; Professional Development; Case Study