The Influence of Learning Communities on the Pedagogical Competence of Teachers at SMP Negeri 8 Yogyakarta

Abstract

Teachers play a central role in improving the quality of learning, where pedagogical competence is a crucial factor in achieving their effectiveness in teaching. However, amidst the dynamics of curriculum changes, teachers often face complex challenges, especially regarding pedagogical competence. One approach considered to be helpful is through the formation of teacher learning communities. This research aims to investigate the influence of learning communities on the pedagogical competence of teachers at State Junior High School 8 in Yogyakarta. This study is a descriptive research using a quantitative approach. The sample used consists of the entire population, totaling 61 teachers from State Junior High School 8 in Yogyakarta, with a 5% error rate. Data collection techniques used were questionnaires and documentation. To test the hypotheses, simple regression techniques with t-test were employed. The results of this research indicate a positive influence of GBB learning community activities on the variation (increase/decrease) in pedagogical competence of teachers at State Junior High School 8 in Yogyakarta by 34.6%. From data processing, a regression coefficient (b) value of 0.988 was obtained, at a significance level of 5%. Furthermore, partial calculations (t-test) were conducted, revealing a calculated t-value of 5.591 with a significance value of 0.001. With degrees of freedom 59, the obtained t-table value is 1.671. As the t-table value is less than the t-value, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that learning communities partially have a significant influence on teacher pedagogical competence.