Role of LMS-Based Learning Communities on the Independent Teaching Platform in Enhancing Teachers’ Basic Competencies

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dc.contributor.authorJumini, Sri
dc.contributor.authorParmin, Parmin
dc.contributor.authorWidowati, Asri
dc.contributor.authorWahyudi, Wahyudi
dc.contributor.authorAtaş Akdemir, Öznur
dc.contributor.authorAkdemir, Ahmet Selçuk
dc.contributor.authorSutikno, Purba Risma
dc.date.accessioned2026-06-19T06:32:07Z
dc.date.available2026-06-19T06:32:07Z
dc.date.issued2026
dc.departmentMalatya Turgut Özal Üniversitesi
dc.description.abstractThis study aims to analyze the role of the Learning Community on the Independent Teaching Platform LMS in improving teacher basic competencies and its impact on teacher performance and student learning outcomes. The study used mixed methods with a sequential exploratory model. The qualitative phase was conducted through interviews, focus group discussions (FGDs), observation, and documentation, while the quantitative phase used questionnaires for 55 elementary, junior high, and high school teachers in Wonosobo Regency. Qualitative data analysis was assisted by NVivo 12 software, and quantitative data were analyzed descriptively. The results showed that the Learning Community improved teachers' pedagogical competency with an average score of 3.0 (good category), professional competency of 3.27 (good), personality competency of 3.23 (good), and social competency of 2.77 (fairly good). As many as 67% of teachers participate in Learning Communities due to mandatory requirements and performance assessments, which has shifted the function of learning communities. Learning Communities should serve as a forum for collaboration, reflection, sharing of best practices, and strengthening technological literacy, all of which positively impact teacher professionalism, teaching quality, and student learning outcomes. However, extrinsic motivations are more predominant, focusing more on administrative fulfillment than professional development. The results of this study provide encouragement for learning communities to provide more internal motivation in teacher professional development. © 2026, FoundAE (Foundation of Advanced Education). All rights reserved.
dc.identifier.doi10.58524/oler.v6i1.1092
dc.identifier.endpage152
dc.identifier.issn2798-9763
dc.identifier.issue1
dc.identifier.scopus2-s2.0-105036055031
dc.identifier.scopusqualityN/A
dc.identifier.startpage137
dc.identifier.urihttps://doi.org/10.58524/oler.v6i1.1092
dc.identifier.urihttps://hdl.handle.net/20.500.12899/4996
dc.identifier.volume6
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherFoundAE (Foundation of Advanced Education)
dc.relation.ispartofOnline Learning In Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260612
dc.subjectIndependent Teaching Platform
dc.subjectLearning Community
dc.subjectLearning Quality
dc.subjectTeacher Competence
dc.subjectTeacher Professional Development
dc.titleRole of LMS-Based Learning Communities on the Independent Teaching Platform in Enhancing Teachers’ Basic Competencies
dc.typeArticle

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