Community-Based Learning Strategies for Improving Pedagogical Competence of Elementary School Teachers in Rural Areas

Abstract

Pedagogical competence is a critical determinant of instructional quality and student learning outcomes, yet standard professional development models often fail in rural areas due to infrastructure gaps. This study aims to analyze how community-based learning strategies function and adapt within these constraints to improve the pedagogical competence of elementary school teachers in rural contexts. This study employed a descriptive qualitative approach conducted in three state elementary schools in Simeulue Timur District (SDN 4, SDN 11, and SDN 12). Thirteen informants, comprising principals, learning community coordinators, teachers, and school supervisors, were purposively selected. Data were collected through in-depth interviews, classroom observations, and document analysis and analyzed using the interactive model. The findings reveal that learning communities foster the development of pedagogical competence through collaborative planning, peer mentoring, reflective discussions, and classroom-based experimentation. In rural settings, these strategies are implemented adaptively, relying more on face-to-face interaction and practical experience rather than digital platforms. However, structural dysfunctions were identified, including inconsistent schedules, limited technological literacy, heavy administrative demands, and unequal teacher participation. This study highlights that community-based learning remains an effective model for teacher professional development in rural schools when designed to be participatory, reflective, and context-sensitive.