Journal of Education and Teaching Learning

The Role Of Professional Learning Communities (PLCs) In Improving The Quality Of Learning In High Schools: Studi kasus di SMA Negeri 1 Campaka, Kabupaten Purwakarta

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Lindawati Abidin Indonesia University of Education

Eka Prihatin Indonesia University of Education

Farida Damayanti Indonesia University of Education

Nani Hartini Indonesia University of Education

Publisher

PT Media Jurnal dan Pendidikan

ISSN

2986-3791

eISSN

2986-3015

Received

17 September 2026

Accepted

22 October 2026

Online

21 October 2026

Issue

Vol.4 No.2 October (2026)

Pages

373-379

Article ID

479

Language

English

Keywords

Abstract

Professional Learning Communities (PLCs) still face various challenges in their implementation, such as a weak culture of collaboration, limited time for shared reflection, and insufficient support from school leadership in fostering a collaborative work environment. These conditions result in limited professional development for teachers, low levels of instructional innovation, and insufficient improvement in student learning outcomes. This study aims to analyze the implementation of Professional Learning Communities in improving the quality of learning and teachers’ professional development at schools. The study employs a descriptive qualitative approach using a case study design conducted at SMA Negeri 1 Campaka, Purwakarta Regency, with participants consisting of 1 school principal, 2 teachers, 2 educational staff members, and 3 students. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion-drawing techniques, incorporating source and method triangulation. The research findings indicate that the implementation of PLCs has proceeded through five key components: supportive leadership, shared vision and values, collective learning, professional knowledge-sharing practices, and supportive conditions that foster collaboration. PLCs have been shown to enhance teachers’ professional competencies, strengthen a culture of reflection and collaboration, and support improvements in the quality of the learning process. Although challenges such as time constraints and varying levels of teacher participation remain, PLCs remain an effective strategy for building a sustainable professional learning culture. Thus, PLCs can serve as a strategic approach to improving educational quality by strengthening teacher capacity and professional collaboration. This research contributes to the achievement of SDG 4 (Quality Education) by strengthening professional learning communities that support quality, inclusive, and sustainable education.

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Citation style

Abidin, L., Prihatin, E., Damayanti, F., & Hartini, N. (2026). The Role Of Professional Learning Communities (PLCs) In Improving The Quality Of Learning In High Schools: Studi kasus di SMA Negeri 1 Campaka, Kabupaten Purwakarta. Journal of Education and Teaching Learning, 4(2), 373–379. https://doi.org/10.59211/mjpjetl.v4i2.479

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