INOVASI TATA KELOLA KOMUNITAS BELAJAR: SEBUAH STRATEGI DALAM MENGAKSELERASI BUDAYA KERJA KOLABORATIF PENDIDIK

Abstract

ABSTRACT

The need to establish a collaborative work culture in schools requires Learning Communities (Komunitas Belajar or Kombel) to move beyond mere policy compliance and develop into professional learning spaces collectively owned by educators. This study aimed to analyze Kombel governance innovation in accelerating educators’ collaborative work culture at SD Negeri 001 Balikpapan Timur. A descriptive qualitative approach with a case study design was employed. Data were collected through in-depth interviews with four informants, observations of Kombel activities, and document analysis, then analyzed deductively and inductively through axial coding using Rogers’ innovation diffusion framework and DuFour’s three core ideas of the Professional Learning Community. Data credibility was strengthened through source and technique triangulation. The findings revealed the emergence of a hybrid top-down–bottom-up governance model: regulations served as the initial catalyst, while program sustainability was supported by collective agreements, collaborative inquiry, peer coaching, technology use, and continuous reflection. Collaborative culture emerged as the dominant finding, characterized by openness, cross-grade practice sharing, and reduced individualistic work practices. The 2025 Education Report also indicated increases of 10.61 points in teacher reflection and instructional improvement and 16.96 points in instructional leadership; however, these figures provide contextual support rather than causal evidence. The study concludes that sustainable Kombel depends on integrating formal structures, collective ownership, needs-based learning, and data-informed reflection.

ABSTRAK

Kebutuhan untuk membangun budaya kerja kolaboratif di sekolah menuntut Komunitas Belajar (Kombel) tidak berhenti sebagai pemenuhan kebijakan, tetapi berkembang menjadi ruang pembelajaran profesional yang dimiliki bersama oleh pendidik. Penelitian ini bertujuan menganalisis inovasi tata kelola Kombel dalam mengakselerasi budaya kerja kolaboratif pendidik di SD Negeri 001 Balikpapan Timur. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam terhadap empat informan, observasi kegiatan Kombel, dan dokumentasi, kemudian dianalisis secara deduktif-induktif melalui coding aksial dengan kerangka difusi inovasi Rogers dan tiga ide besar Professional Learning Community DuFour. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan terbentuknya tata kelola hibrida top-down–bottom-up: regulasi menjadi pemicu awal, sedangkan keberlanjutan program bertumpu pada kesepakatan bersama, inkuiri kolaboratif, peer coaching, pemanfaatan teknologi, dan refleksi berkelanjutan. Budaya kolaborasi menjadi temuan dominan, ditandai keterbukaan, pertukaran praktik lintas jenjang, dan berkurangnya kerja individual. Rapor Pendidikan 2025 turut menunjukkan peningkatan refleksi dan perbaikan pembelajaran guru sebesar 10,61 poin serta kepemimpinan instruksional sebesar 16,96 poin, tetapi bersifat kontekstual dan bukan bukti kausal. Penelitian menyimpulkan bahwa keberlanjutan Kombel ditentukan oleh perpaduan struktur formal, kepemilikan kolektif, pembelajaran berbasis kebutuhan, dan refleksi berbasis data.