Peran Komunitas Belajar dalam Pengembangan Kompetensi Pedagogik Guru PAUD: Studi Kasus di TK PAUD Terpadu Negeri Pembina Tanjungpandan

Neneng Trisna Yanti

doi:10.51574/jrip.v6i3.5885

Authors

Neneng Trisna Yanti Program Studi Magister Manajemen, Universitas Sangga Buana YPKP, Bandung, Indonesia.

Keywords:

Komunitas Belajar, Kompetensi Pedagogik, Guru PAUD, Praktik Baik, Pengembangan Profesional

Abstract

Komunitas belajar merupakan salah satu bentuk pengembangan profesional kolaboratif yang dapat membantu guru menghubungkan pembelajaran profesional dengan kebutuhan nyata di kelas. Penelitian ini bertujuan untuk memahami bagaimana komunitas belajar mendukung pengembangan kompetensi pedagogik guru di TK PAUD Terpadu Negeri Pembina Tanjungpandan, termasuk proses pelaksanaan serta faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan dipilih secara purposif dari unsur guru, kepala sekolah, koordinator komunitas belajar, pengawas sekolah, dan Dinas Pendidikan. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi pada 6 Mei–12 Juni 2026, kemudian dianalisis secara tematik. Hasil penelitian mengidentifikasi tiga mekanisme utama, yaitu perencanaan kegiatan berdasarkan kebutuhan guru, pembelajaran kolaboratif melalui presentasi, diskusi, demonstrasi, observasi, dan refleksi, serta penerapan hasil kegiatan dalam praktik pedagogik. Penerapan tersebut tercermin dalam perencanaan pembelajaran, penggunaan strategi berpusat pada anak, pengelolaan kelas, dan asesmen autentik. Dukungan kepemimpinan, budaya kolaboratif, dan motivasi guru menunjang pelaksanaan komunitas belajar, sedangkan keterbatasan waktu, beban administrasi, perbedaan pengalaman, adaptasi teknologi, dan keterbatasan sarana menjadi tantangan. Kebaruan penelitian ini terletak pada pemaparan kontekstual mengenai keterkaitan antara identifikasi kebutuhan, kolaborasi, penerapan praktik, dan tindak lanjut dalam komunitas belajar PAUD. Temuan ini menunjukkan pentingnya refleksi dan tindak lanjut agar kegiatan berbagi praktik baik terhubung dengan pembelajaran di kelas. Karena berfokus pada satu kasus tanpa pengukuran sebelum dan sesudah, penelitian ini tidak dimaksudkan untuk membuktikan peningkatan kompetensi secara kausal.

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