Collaborative Learning, Teachers’ Collegial Pedagogical Relationships, and the Role of Madrasah Principals as Pillars of the Learning Community in Madrasah Ibtidaiyah

Abstract

The paradigm shift in 21st-century education requires madrasahs to develop a collaborative and sustainable learning culture. A learning community should not only be established at the institutional level but also be reflected in classroom learning practices and professional relationships among teachers. This study aims to describe and analyze collaborative learning, teachers’ collegial pedagogical relationships, and the role of the madrasah principal as pillars of the learning community at MI Al Huda Karangnongko, Sleman Regency. This study employed a qualitative approach with a case study design. Data were collected through participatory observation and in-depth interviews with the madrasah principal, teachers, and students, and were analyzed using the Miles and Huberman interactive model. Data validity was ensured through source and technique triangulation. The findings indicate that the learning community at MI Al Huda Karangnongko is established through three mutually reinforcing pillars. First, collaborative learning is implemented through group work, discussion, the use of interactive digital media, and the teacher’s role as a dialogical facilitator. Second, collegial pedagogical relationships are developed through peer mentoring, reflective discussions, knowledge sharing, and cross-disciplinary collaboration. Third, the madrasah principal supports the learning community by providing spaces for collaboration, facilitating teacher professional development, and encouraging learning innovation. These findings demonstrate that a learning community develops through the integration of collaborative classroom practices, collegial teacher culture, and supportive madrasah leadership.