Exploring the dynamics of agenda setting in the formulation of professional learning communities policy in Indonesia

Purpose Professional learning communities as part of teacher development were initially covered through the new policy. This paper aims to analyze the agenda setting behind the formulation of PLC’s policy in Indonesia. Design/methodology/approach This policy paper is qualitative study design using document analysis that adopts an agenda-setting approach. Findings The formulation of PLCs policy in Indonesia reflects the government’s response to improving teacher quality, particularly highlighted by the UKG (Uji Kompetensi Guru) or teacher competency test results. However, the policy also presents challenges, reliance on assessments like the UKG may not fully capture teachers’ practical performance. The other challenges, integrating PLCs to the PMM digital platform also difficult to do for teacher form the rural area, which they have limited acces for internet. This policy indicate as a tools for supporting Emancipated Learning or “Merdeka Belajar” program and have a political nuance behind it. Practical implications This policy paper offers the reader another perspective on policy formulation in the Eastern education context. The policymaker can use it to analyze the problem, who the participants are, and, critically, how the political issue behind PLCs’ policy on education is. Originality/value The novelty of this study lies in the unique agenda-setting in policy formulation in the Indonesian context. Policymakers need to pay more attention to the data used as sources for problem identification in agenda-setting formulation. Mismatched data sources for problem identification will affect the policy agenda.