EXAMINING THE IMPACT OF LEARNING STRATEGIES AND LEARNING COMMUNITIES ON LEARNING QUALITY IN ELEMENTARY SCHOOLS

Abstract

Learning quality at the elementary school level is a fundamental determinant of students’ long-term academic and personal development. Learning strategies implemented by teachers and the existence of teacher learning communities are considered two key factors influencing learning quality. This study aims to systematically analyze the strength of learning strategies and learning communities in improving learning quality in elementary schools. The study employed a Systematic Literature Review (SLR) approach by examining national scholarly publications published between 2021 and 2025. The analysis focused on identifying effective learning strategies, forms and mechanisms of teacher learning communities, and their contribution to learning quality improvement. The findings indicate that student-centered, active, contextual, and differentiated learning strategies significantly enhance learning quality when supported by sustainable teacher learning communities. Learning communities play a crucial role in strengthening teachers’ reflective practices, collaborative problem-solving, and continuous professional development. The study concludes that improving learning quality in elementary schools requires an integrated approach that combines effective learning strategies with well-functioning teacher learning communities as part of a sustainable school culture.