Mapping the Multidimensional Roles of Teacher Working Group in Indonesia: A Systematic Review of Empiraical Studies
Keywords:
Teacher Working Groups; KKG; Teacher Professional DevelopmentAbstract
Teacher Working Groups (Kelompok Kerja Guru/KKG) are one of the most longstanding and widely institutionalised school-based professional development structures in Indonesia. Yet, empirical insights into how KKG actually functions, what roles it plays, and under which conditions it is effective remain scattered across small-scale studies. This article reports a systematic review of 23 emperical studies on KKG conducted between 2015 and 2024. Using a thematic synthesis approach, the review identifies six cross-cutting roles: (1) KKG as a professional learning community, (2) KKG as a mediator of curriculum and instructional reform, (3) KKG as a collaborative problem-solving forum, (4) KKG as a platform for developing teachers’ pedagogical, professional, social, and personal competencies, (5) KKG as a mechanism for improving teacher performance and accountability, and (6) KKG as an organisational structure shaped by governance and leadership. The review argues that KKG represents a multidimensional professional ecosystem whose potential is constrained more by implementation and system conditions than by its core design.
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