Pedagogical Competence of Elementary School Teachers: Basic Knowledge and Forms of Learning Activity

Citra Bahadur Hanum, Babang Robandi

Abstract


A 2019 survey by the Programme for International Student Assessment (PISA) showed that Indonesia occupied a low position, specifically 74th out of 79 countries. In line with this problem, the government has accommodated teachers by implementing the Teacher Competency Test (TCT) since 2012 specifically for teachers who would take part in certification. The focus of TCT is to identify teacher weaknesses in mastering pedagogical and professional competencies. This research aims to explore and analyze the methods of elementary school teachers as fresh graduates at one university in West Java in actualizing pedagogical competence. Mixed method was used to obtain quantitative and qualitative data. This study used two sampling techniques, random sampling to obtain quantitative data and purposive sampling for qualitative data. The instruments used were questionnaires and interviews. The data analysis referred to the sequential explanatory research design. The findings showed various elements of the four indicators of teacher pedagogical competence beginning knowledge foundation, the lesson planning steps determined by the teacher, the teacher's creative pedagogic manifestations, and the teacher's manifestation as a student facilitator. The various intensities and forms of activities were found in the research results. Further outlook of the findings can become a bridge between teachers and students. Students' understanding of the material can be more comprehensive and more creative. It can lead to finding out students' problems and obstacles so that they can decide on solutions quicker and more comprehensively.

Keywords


Elementary School; Knowledge; Learning Process; Pedagogical Competency; Teacher

Full Text:

PDF

References


Aeni, A. N., Sudin, A., Hanifah, N., & Sunaengsih, C. (2019). Is Online Application-Based Transportation a Means of Supporting Education? Journal of Physics: Conference Series, 1318(1), 12045. https://doi.org/10.1088/1742-6596/1318/1/012045

Al-Mawee, W., Kwayu, K. M., & Gharaibeh, T. (2021). Student’s Perspective on Distance Learning During COVID-19 Pandemic: A Case Study of Western Michigan University, United States. International Journal of Educational Research Open, 2, 100080. https://doi.org/https://doi.org/10.1016/j.ijedro.2021.100080

Alfian, M., & Anwar, K. (2023). Analysis of The Additional Value Of Education In The Micro And Macro Dimensions. International Journal of Education, Vocational and Social Science, 02(01), 89–98. https://doi.org/https://doi.org/10.99075/ijevss.v2i01.141

Ally, M., & Prieto-Blázquez, J. (2014). What is The Future of Mobile Learning in Education? International Journal of Educational Technology in Higher Education, 11(1), 142–151. https://www.learntechlib.org/p/149573/

Apriliyanti, D. L. (2020). Enhancing Teachers’ Competencies Through Professional Development Program: Challenges and Benefactions. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(1), 28–38. https://doi.org/https://doi.org/10.35974/acuity.v5i1.2042

Bojović, Ž., Bojović, P. D., Vujošević, D., & Šuh, J. (2020). Education in Times of Crisis: Rapid Transition to Distance Learning. Computer Applications in Engineering Education, 28(6), 1467–1489. https://doi.org/10.1002/cae.22318

Creswell, J. W. (2021). A Concise Introduction to Mixed Methods Research. SAGE publications.

Efendi, S. (2021). Lecturer’s Pedagogic Competence in Developing Student Learning at the National University. Jurnal Mantik, 5(2), 701–706. https://doi.org/https://doi.org/10.35335/mantik.Vol5.2021.1385.pp701-706

Elas, N. I. B., Majid, F. B. A., & Narasuman, S. Al. (2019). Development of Technological Pedagogical Content Knowledge (TPACK) for English teachers: The validity and reliability. International Journal of Emerging Technologies in Learning, 14(20), 18–33. https://doi.org/10.3991/ijet.v14i20.11456

Fahmi, M., Suhirman, S., & Kusaeri, A. (2022). Analysis of Islamic Religous Education Teacher’s Pedagogic Competence in Curriculum Development. Conciencia, 22(1), 11–22. https://doi.org/https://doi.org/10.19109/conciencia.v22i1.12834

Fuadi, A., Nasution, W. N., & Wijaya, C. (2023). Management of Teacher Professionalism Development: A Multi-Site Study of State Madrasah Aliyah in Langkat Regency. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 180–199. https://doi.org/10.31538/tijie.v4i1.444

Gedik, O., & Delican, B. (2022). Relationship between Professionalism Levels and Pedagogical Digital Competences of Pre-Service Elementary School Teachers. Shanlax International Journal of Education, 10(S1-Aug), 128–140. https://doi.org/10.34293/education.v10is1-aug.4314

Goss, H. (2022). Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature. The Journal of Academic Librarianship, 48(2), 102485. https://doi.org/https://doi.org/10.1016/j.acalib.2021.102485

Hussin, A. A. (2018). Education 4.0 Made Simple: Ideas for Teaching. International Journal of Education and Literacy Studies, 6(3), 92–98. https://doi.org/https://doi.org/10.7575/aiac.ijels.v.6n.3p.92

Lubis, M. A. (2015). Effective Implementation of the Integrated Islamic Education. Global Journal Al-Thaqafah, 5(1), 59–68. https://doi.org/10.7187/GJAT792015.05.01

Mariscal, L. L., Albarracin, M. R., Mobo, F. D., & Cutillas, A. L. (2023). Pedagogical Competence Towards Technology-driven Instruction on Basic Education. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1567–1580. https://doi.org/10.11594/ijmaber.04.05.18

Poro, S. G., Yiga, A. P., Enon, J. C., Mwosi, F., & Eton, M. (2019). Teacher Competence and Performance in Primary Schools in Nwoya District , Northern Uganda. International Journal of Advanced Educational Research, 4(1), 11–16. https://idr.kab.ac.ug/items/24b879a0-2907-4d9f-af8c-42f00c8934fa

Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60. https://eric.ed.gov/?id=ej1244451

Putri, A. F., Andirningrum, H., & Rofiah, K. (2019). Teacher Function in Class: A Literature Review. Advances in Social Science, Education and Humanities Research, 382, 5–9. https://doi.org/10.2991/icet-19.2019.2

Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. Sage Open, 6(4), 1–12. https://doi.org/10.1177/2158244016680688

Ratten, V. (2020). Coronavirus (COVID-19) and the Entrepreneurship Education Community. Journal of Enterprising Communities, 14(5), 753–764. https://doi.org/10.1108/JEC-06-2020-0121

Rodriguez, J. A., Condom-Bosch, J. L., Ruiz, L., & Oliver, E. (2020). On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers. Frontiers in Psychology, 11(February), 1–10. https://doi.org/10.3389/fpsyg.2020.00005

Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. 409, 446–451. https://doi.org/10.2991/assehr.k.200225.095

Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial Least Squares Structural Equation Modeling. In Handbook of market research (pp. 587–632). Springer.

Şentürk, C., & Zeybek, G. (2019). Teaching-Learning Conceptions and Pedagogical Competence Perceptions of Teachers: a Correlational Research. Research in Pedagogy, 9(1), 65–80. https://doi.org/10.17810/2015.92

Silva, D. F. O., Cobucci, R. N., Lima, S. C. V. C., & de Andrade, F. B. (2021). Prevalence of Anxiety, Depression, and Stress Among Teachers During the COVID-19 Pandemic a PRISMA-Compliant Systematic Review. Medicine (United States), 100(44). https://doi.org/10.1097/MD.0000000000027684

Sointu, E., Hyypiä, M., Lambert, M. C., Hirsto, L., Saarelainen, M., & Valtonen, T. (2023). Preliminary Evidence of Key Factors in Successful Flipping: Predicting Positive Student Experiences in Flipped Classrooms. Higher Education, 85(3), 503–520. https://doi.org/https://doi.org/10.1007/s10734-022-00848-2

Sulaiman, J., & Ismail, S. N. (2020). Teacher Competence and 21 st Century Skills in Transformation Schools 2025 ( TS25 ). Universal Journal of Educational Research, 8(8), 3536–3544. https://doi.org/10.13189/ujer.2020.080829

Toshtemirovich, R. Z. (2019). Development of Professional Competence of Educator. European Journal of Research and Reflection in Educational Sciences, 7(10), 99–106. www.idpublications.org

Vera, J. L. De, Andrada, M. D., Bello, A. Q., & Vera, M. G. D. De. (2021). Teachers’ Competencies in Educational Technology Integration on Instructional Methodologies in the New Normal. Lukad: An Online Journal of Pedagogy, 1(1), 61–80. https://lukad.org/wp-content/uploads/2021/06/volume1_issue1_devera_et_al_June2021.pdfhttps://lukad.org/wp-content/uploads/2021/06/volume1_issue1_devera_et_al_June2021.pdf

Wright-Brough, F., Hart, P., Maher, S., & Cake, S. (2023). Co-Creative Practice Reconciling Theory and Practice in Tertiary Student Documentary Production. Media Practice and Education, 24(1), 52–69. https://doi.org/https://doi.org/10.1080/25741136.2022.2157936

Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3.




DOI: https://doi.org/10.53400/mimbar-sd.v10i3.58109

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2023 Mimbar Sekolah Dasar

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View Mimbar Sekolah Dasar Stats