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Abstract

Teacher professional collaboration is essential for improving elementary-school learning, but meeting time alone does not automatically produce collegial work. This action research examined how collaboration developed through professional learning and transformational instructional leadership at SDN Petungasri 1 Pandaan. The study involved the principal as researcher, 18 teachers, and two observers. Five cycles were implemented from April to June 2026, progressing from pedagogical problem discussion and authentic joint work to peer-led digital learning, phase-group curriculum planning, and coaching of CP-TP-ATP documents. Data came from observation sheets, field notes, reflective journals, minutes, documentation, and teachers' work products. A four-category ordinal rating scale (1-4) was used only as descriptive support. Professional collaboration increased from 1.61 in Cycle I to 3.84 in Cycle V, professional learning from 1.83 to 3.86, and leadership from 2.29 to 3.85. Change was not linear. Qualitative evidence showed a shift from limited communication toward joint planning, professional trust, peer feedback, coaching, and collective revision. Authentic professional learning and enabling leadership created conditions for stronger teacher collaboration.

Keywords

professional collaboration; professional learning; transformational instructional leadership; action research

How to Cite

Citation Format
Istiana, R., Hadi, S., & Mardhatillah, M. (2026). Meningkatkan Kolaborasi Profesional Guru Melalui Belajar Profesional dan Kepemimpinan Pembelajaran Transformasional. LANCAH: Jurnal Inovasi Dan Tren, 4(2), 1094-1107. https://doi.org/10.35870/ljit.v4i2.8931

References

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Copyright (c) 2026 Rodiatul Istiana, Syamsul Hadi, Mardhatillah Mardhatillah

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