Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools

This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers’ understanding of the PLC program objectives was very high, the teachers’ understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers’ participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.


INTRODUCTION~
Powerlessness of  (Komariah et al., 2019). the PKB that is legally organized and structured, both in flow and in procedure, still cannot be followed by the teachers well, even the level of teachers' understanding of the PKB was still low.
However, based on some of these  (Komariah & Sunaengsih, 2016). Several factors that becomes a measure of the less optimal role of PLC are the lack of teachers' understanding related to PLC, the low participation of teachers in the PLC activity. and one of the most prominent problems is that the PLC activity is not implemented in a sustainable manner (Schaap & de Bruijn, 2018;Samoot, Prawit, & Sudharm, 2015;Komariah et al., 2019;Komariah & Sunaengsih, 2016).
PLC is a group of learners formed on the basis of shared vision with the aims of helping each other to achieve the desired objectives (Sai & Saedah, 2015, Antinluoma et al., 2018. Some of the activities carried out include selfevaluation, reflective discovery, dialogue, joint learning, and problem solving (Addley, 2014). Based on the activities carried out, the output obtained include the existence of a special time, focus on learning problems, initiation from the leadership, the existence of innovation, and the school as a unit of change (Stoll dan Louis, 2007). Basically, the objective of the PLC programs is to stimulate teachers to have a perspective on the reality and problems, skills, and organizational capabilities (Hord, 2003 (Halverson & Halverson, 2003).
PLC is a working method with the aims of motivating teachers in order to motivate and be sensitive towards the changes (Bonces, 2014). Thus, if the emergence of openness from teachers regarding the a change, the PLC will make a change lead to continuous improvement that is embedded into a value in an organization (Carpenter, 2015). When the PLC is implemented, it will certainly bring up some activities that are able to have a positive impact on the teachers, such as discussion activities related to the implementation of learning in the classroom, which will certainly generate the exchange of new and good ideas, compared to when the teachers carry out other activities, such as reading a book, and following seminars or further studies (Battersby & Verdi, 2015). In other words, the teachers' role in the PLC programs is considered as a conceiver through the identification of problems and solutions [279] encountered in educational practices (Hord, 2003).

Communication
The communication process in the PLC programs was carried out more than the communication process in the PLC regulations.

Category Sub-category Graph Conclusion
Understanding The teachers' understanding of the PLC programs was better than the teachers' understanding of the PLC regulations.

Compliance and Propriety
The teachers' compliance and propriety of the PLC programs was higher than the teachers' compliance and proprierty of the regulations in implementing the PLC programs.

Strengths and Weaknesses
The  The importance of socialization process in implementing the programs can be seen through the program results achieved.
Teachers will be easier to implement and support the PLC programs, if they understand the actions that must be carried out (Battersby & Verdi, 2015).
Good socialization allows teachers to know the PLC activities, such as selfevaluation, reflective discovery, dialogue, joint learning, and problem solving (Addley, 2014). In this case, it relates to the ability of the principals to understand every flow of programs that will be directed at teachers (Carpenter, 2015).     The research results revealed that the teachers certainly had weaknesses and strengths in implementing the PLC.
However, a matter of opportunity and time, this does not become a problem that is difficult to overcome. The teachers' motivation to continue to develop and be sensitive to any changes becomes the key to the realization of the PLC programs with all the teachers' weaknesses and strengths (Bonces, 2014). To overcome these problems, it depends on school management in organizing the power of teachers in order to be implemented well.
The emergence of several activities that were initiated and led by the principals were felt to be able to have a positive impact on teachers, such as discussions regarding the implementation of learning in the classroom, which will certainly generate the exchange of new and good ideas (Battersby & Verdi, 2015).
Learning community is a process of exchanging ideas or ideas that are believed to have the same objective, which is mutual learning together (Bonces, 2014 (Samoot et al., 2015).
Preparation of human resources, which is a product of educational institutions that have competence, can be obtained through the learning community. Relating to this, a good PLC implementation actually has become a necessity for every school (Tam, 2015).  (Halverson & Halverson, 2003). Moreover, the teachers must be able to identify the obstacles that hinder the improvement of his professionalism, so that through the identification of the PLC programs, the teachers will be more proficient in solving any problems occurred during the learning process (Allen, 2014