Abstract
Pedagogical competence of elementary school teachers in DKI Jakarta province is at medium level. Moreover, they have the lowest ability in recognizing their learners deeply. Apprehensively, Indonesia ranks the highest in violence case at school, which is 84 % with comparison 7 out of 10 learners (Indonesian Child Protection Commission (KPAI) under the International survey of Center for Research on Women (ICRW). In addition, 39.6% of child violence is undertaken by teachers. The phenomena entail the new concept of the pedagogical competence development model, which is rooted in pedagogical knowledge, reflective ability, emotional intelligence, and instructional communication pattern. The questionnaire was administered to 264 elementary school teachers in West Jakarta by employing Structural Equation Modeling (SEM) model. The results showed that the pedagogical competence model could be developed based on pedagogical knowledge, reflective ability, emotional intelligence and instructional communication patterns.
Highlights
The core of learning lies in the ability of interaction and a fundamental teachers’ understanding to students in order to facilitate the learners’ potential and self-actualization
The results showed that all instruments had very high reliability score (Cronbach's Alpha)
The development model of pedagogical competence can be undertaken by developing the variable of pedagogical knowledge, reflective ability, emotional intelligence, and instructional communication pattern
Summary
The core of learning lies in the ability of interaction and a fundamental teachers’ understanding to students in order to facilitate the learners’ potential and self-actualization. Pedagogical competencies that are optimally integrated with the role and functions become the best in instruction process and the quality of education [3]
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