The Influence of Learning Communities and Self-Regulated Learning on The Competency of Junior High School Social Studies Teachers in Kudus Regency

P. D Yuningsih,; G. Setiadi; S. Utaminingsih

doi:10.53797/icccmjssh.v5i3.13.2026

Authors

P. D Yuningsih, Universitas Muria Kudus, Indonesia
G. Setiadi Universitas Muria Kudus, Indonesia
S. Utaminingsih Universitas Muria Kudus, Indonesia

DOI:

https://doi.org/10.53797/icccmjssh.v5i3.13.2026

Keywords:

Influence,, Learning Community, Self-Regulated Learning, Teacher Competence

Abstract

This study aims to determine the influence of learning communities on teacher competence, the influence of Self-Regulated Learning on teacher competence and the influence of learning communities and self-regulated learning on teacher competence. This study uses a quantitative approach using a questionnaire. This study is to determine the influence of independent variables, namely learning communities and self-regulated learning. on the dependent variable, namely teacher competence. The population of this study were social studies teachers of public and private junior high schools in Kudus Regency consisting of 148 teachers from 53 schools. Determination of sample size using the Slovin formula. The research sample amounted to 108 calculated based on the Slovin formula with a 5% error rate. The data collection method used a questionnaire made in multiple choices using Google form which was distributed via WhatsApp. Data was analyzed using SEM (Structural equation model) or a structural equation model with the Amos program. The results of this study are CR value = 3.6505 (greater than 1.96) Estimate value = 1.303 Lower = 0.207 (Upper is not available in the table) P-Value = 0.048 (less than 0.05) meaning that the Learning Community has a significant influence on teacher competence. The effect of SRL on teacher competence from the CR value = -0.4473 (between -1.96 and 1.96) Estimate Value = -1.241 and Confidence Interval (Lower not available, Upper = -0.176) P-Value = 0.065 (greater than 0.05) means that SRL does not have a significant effect on Teacher Competence. SRL as a mediator does not show a significant effect, because all values on the SRL path are 0. The KB → KG path has a CI between (-0.18 to ...), which includes zero. This means that the indirect effect of KB → KG is most likely not significant. Two-Tailed Significance (p-value) interpretation results The p-value for the effect of learning communities through SRL on teacher competence is 0.065. If using the significance limit α = 0.05, then this relationship is not significant because p > 0.05. The influence of learning communities and SRL on teacher competence is rejected with a 95% confidence level but approaches significance at a 90% confidence level. The conclusion of this study is that the Learning community has a significant influence on teacher competence. SRL does not have a significant influence on Teacher Competence. The influence of the learning community and SRL on teacher competence is rejected at a 95% confidence level but approaches significance at a 90% confidence level.Based on the research results obtained, the researcher provides suggestions to improve teacher competence, it is necessary to optimize learning community activities. Teachers need to be given training on the concept of SRL and how to apply it in their professional development. Schools and related agencies need to create an environment that supports a culture of independent learning, by providing flexible time for teachers to develop their skills and encouraging reflection and sharing of best practices in discussion forums or collective training sessions.

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