Teacher Learning Communities and Digital Literacy as Predictors of Learning Innovation: Evidence from Primary School Teacher in Pekalongan, Indonesia

Abstract

The growing demand for adaptive and technology-supported learning requires teachers to develop innovative instructional practices through both professional collaboration and digital capacity. This study examined the predictive relationships between teacher learning communities, digital literacy, and learning innovation among primary school teachers in Tirto District, Pekalongan Regency, Indonesia. Employing a quantitative survey approach with an ex post facto design, this study involved 113 teachers from 19 primary schools using total sampling. Data were collected through Likert-scale questionnaires that were pilot-tested for item validity and internal consistency and analyzed using descriptive statistics, assumption tests, simple linear regression, and multiple linear regression. The findings indicated that teacher learning communities and digital literacy were positively associated with learning innovation. Simultaneously, both predictors explained 72.3% of the variance in learning innovation. Digital literacy demonstrated a larger standardized beta coefficient than teacher learning communities. This study contributes by integrating collective professional capacity through teacher learning communities and individual digital capacity through digital literacy as complementary predictors of learning innovation, encompassing value development, intellectual reasoning, scientific understanding, and internalization of learning values.