Learning Community Activities in Developing Teacher Competence at Public Senior High Schools in Rokan Hilir Regency

Abstract

This study aims to (1) describe the implementation of cross-school learning community activities in public senior high schools in Rokan Hilir Regency in building a shared vision, strengthening collaboration, and fostering collective reflection among teachers; (2) analyze the contribution of teacher involvement in these communities to the improvement of their pedagogical and professional competencies; and (3) identify supporting and inhibiting factors affecting their effectiveness. Using a qualitative approach, data were collected through interviews, observations, and documentation from teachers, principals, and community learning coordinators in several public senior high schools. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, including data condensation, data display, and conclusion drawing/verification. The findings show that learning community implementation at SMAN 1 Kubu Babussalam, SMAN 2 Kubu Babussalam, and SMAN 2 Kubu is conducted regularly and positively influences teaching quality and teacher competence through activities such as lesson study, peer observation, and cross-subject projects. The effectiveness of these communities is largely determined by teacher commitment, principal support, and effective forum management, while limited time, inadequate facilities, and uneven participation remain key challenges.