Pedagogical Competence Of Teachers Research Articles

Elementary teachers’ pedagogical competencies in supporting students with learning difficulties

<span lang="EN-US">Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed.</span>

Importance of Mastering Teacher Pedagogical Competence in Improving the Quality of Education

Education plays a crucial role in the development of a nation, with teachers as agents of change. Mastery of teacher pedagogical competence is the key to designing effective learning. However, the low achievement of student learning outcomes and teacher competence in Indonesia is still a problem. This research uses the literature study method to explore the importance of mastering teachers' pedagogical competencies in improving the quality of education. The results show that teachers' mastery of pedagogical competence plays a significant role in successful learning. Factors such as lack of education and training, as well as limited teaching experience, affect teachers' abilities. Specific strategies need to be implemented in accordance with the Teacher Pedagogical Competency Standards to improve the quality of education. Ten pedagogical competencies, including mastery of student characters and the use of technology as a learning medium, guide the improvement of education quality. Through the literature study method, this research concludes that teachers' mastery of pedagogical competencies plays a central role in improving the quality of education in Indonesia. Special attention to teacher training and development is needed to ensure they can meet professional standards and bring about positive changes in education.

Kepemimpinan Kepala Madrasah dalam Meningkatkan Kompetensi Pedagogik Guru

The progress of an institution is greatly influenced by the quality and professionalism of the Madrasa head in leading or empowering the entire madrasah organization, especially madrasa personnel, both educators and education staff. To make all this happen, the Madrasah Principal must have quality leadership in managing all school personnel so that their competence and potential can develop. Leadership of the Madrasah Head as Manager in improving Teacher Pedagogical Competence, namely: Involving teachers in training, Providing freedom for teachers to innovate to improve their skills, Using study time effectively at school, Guiding and providing direction to teachers, Keep up with developments in science and technology. Supporting factors for the leadership of the Madrasah Head as Manager in Increasing Teacher Pedagogical Competence are: Professional madrasa head, High teacher motivation, Adequate Facilities and Infrastructure. and Inhibiting factors for the leadership of the madrasa head as a manager in increasing the pedagogical competence of teachers at namely: a). Mindset (minset), b). A less creative way of teaching

Implementation of Teacher Certification Policy in SMA Negeri 1 Tondano of Minahasa Regency

This research aims to find out, describe and analyze why certified teachers do not have the competencies expected to improve the academic abilities of students. This study uses a qualitative method. Based on the results of data analysis, a number of findings were obtained as follows: (1) Pedagogical competence of teachers who have understood the basic rules regarding professional education have not fully utilized the capacity development forums that have been provided. To understand students, teachers still have a tendency to focus on certain students, for example students who excel and students who have problems. Meanwhile, students who have moderate or intermediate abilities are often ignored. To create an attractive teaching and learning process, certified senior teachers need to improve their ability to use technological tools and mastery of ICT in accordance with existing technological developments and advances, and the availability of technology-based facilities or infrastructure needs to be improved. (2) Personality Competence: There are some professionally certified teachers at SMA Negeri 1 Tondano who have not been able to be role models for their students because of the lack of discipline on the part of the teachers, which ultimately makes the teachers lose their authority. Teacher indiscipline also ultimately means teachers are unable to evaluate their self-performance objectively. (3) Social Competence teachers who should be role models in interacting and communicating have not been able to implement good communication practices, even though they establish good relationships between all elements of the school. Communication that is not polite indicates that the teacher does not have the ability and skills to interact and communicate. Nevertheless, a positive educational environment has been created in SMA Negeri 1 Tondano because all elements behave well, avoid problems, respect and appreciate each other, and help each other. (4) Professional Competence has not been reflected in the teachers of SMA Negeri 1 Tondano, because the teachers still lack discipline, both in terms of working hours and dress discipline. Monitoring of the learning process has been carried out by the school and related agencies, but violations are still found by teachers. The implementation of coaching sanctions and reducing teaching hours apparently did not deter teachers.

The Influence of the Principal's Prophetic Leadership and School Cultureon the Pedagogical Competence of Private Elementary School Teachers

The research approach used in this research is a quantitative approach. The population in this study were private elementary school teachers in South Tangerang City with a sample of 125 teachers taken at random (random sampling). The analysis techniques used are descriptive analysis techniques, multiple linear regression analysis and coefficient of determination analysis with the help of SPSS version 22. The aim of this research is to investigate: (l) The influence of the principal's prophetic leadership on teacher pedagogical competence. (2) The influence of school culture on teacher pedagogical competence. (3) The influence of the principal's prophetic leadership on school culture. Based on the research results, it is known: 1) There is a positive and significant direct influence of the school principal's prophetic leadership on teachers' pedagogical competence. This is evident from the results of the tvalue > ttable (10.954 > 1,980) and the path coefficient value of 0.703. 2) There is a positive and significant direct influence of school culture on teacher pedagogical competence. This is proven by the results of the tvalue > ttable (13.513 > 1,980) and the path coefficient value of 0.773. 3) There is a direct positive and significant influence of the principal's prophetic leadership on school culture. This is proven by the results of the tvalue > ttable (15.561 > 1.980) and the path coefficient value of 0.814.

PENGARUH KOMPETENSI PEDAGOGIK DAN DISIPLIN KERJA TERHADAP KINERJA GURU MELALUI MOTIVASI KERJA PADA SMP NEGERI 5 PENAJAM PASER UTARA KALIMANTAN TIMUR

This research is to analyze the influence of pedagogical competence and work discipline on teacher performance through work motivation at SMP Negeri 5 Penajam Paser Utara, East Kalimantan. This type of research is explanatory with a quantitative approach and data analysis techniques using path analysis. The research sample was 49 teachers, hereinafter referred to as respondents. Pedagogical Competency has a significant effect on Teacher Work Motivation at SMP Negeri 5 Penajam Paser Utara, East Kalimantan. Work Discipline has a significant effect on Teacher Work Motivation at SMP Negeri 5 Penajam Paser Utara, East Kalimantan. The results of the research show that Pedagogical Competency has a significant effect on Teacher Performance at SMP Negeri 5 Penajam Paser Utara, East Kalimantan. Work Discipline has a significant effect on Teacher Performance at SMP Negeri 5 Penajam Paser Utara, East Kalimantan. Work Motivation has a significant effect on Teacher Performance at SMP Negeri 5 Penajam Paser Utara, East Kalimantan. Teacher Pedagogical Competence has a significant effect on Teacher Performance through Work Motivation at SMP Negeri 5 Penajam Paser Utara, East Kalimantan. Work Discipline has a significant effect on Teacher Performance through Work Motivation at SMP Negeri 5 Penajam Paser Utara, East Kalimantan.

ANALYSIS OF TEACHERS' PEDAGOGICAL COMPETENCE IN MUSIC LEARNING AT ELEMENTARY SCHOOL

This research addresses the challenge of limited knowledge and ability among classroom teachers in teaching music, especially in elementary schools without dedicated music teachers. The study aims to explore how class teachers implement their pedagogic competence in teaching music at Muhammadiyah Sokonandi Elementary School. Employing a qualitative approach, the research focuses on class II and class V teachers as the subjects. Data collection techniques encompassed observation to assess various aspects, including teachers' understanding of educational theories, practices, technology integration, teacher-student communication, and assessment methods. Additionally, interviews were conducted with grades II and V teachers, concentrating on nine indicators of teacher pedagogic competence in teaching music. These indicators encompassed understanding student characteristics, learning theories, curriculum development, and student potential. Complementing the data obtained from interviews and observations, documentation, such as descriptions of pedagogic competencies and photographs during research activities, was utilized. Data analysis involved data reduction, presentation, and drawing meaningful conclusions. The findings disclosed shortcomings in the application of the nine indicators of pedagogic competence in teaching music, specifically regarding the mastery of learning theory and facilitating student development. In conclusion, this research illuminates the challenges faced in music education at the elementary school level and contributes to enhancing the overall quality of music education. It underscores the significance of improving teacher pedagogic competence in music education to provide enriched learning experiences for students. The insights gained from this study can aid in the development of effective strategies for promoting music education in elementary schools.

ACADEMIC SUPERVISION AS AN EFFORT TO IMPROVE TEACHER TEACHING QUALITY AND STUDENT LEARNING OUTCOMES AT BABUSSALAM BESILAM PRIVATE TSANAWIYAH MADRASAH

This research discusses the academic supervision carried out by the Madrasah supervisor for teachers at the private Babussalam Besilam Tsanawiyah Madrasah. The aim is to explain how the implementation of supervision activities can improve the quality of teaching and student learning outcomes in the Madrasah, in the 2022/2023 academic year. The main focus of the research is the preparation of learning planning tools that must be made by teachers. The use of steps divided into three cycles as the main way to collect data. This method is certainly a characteristic of the type of qualitative research using the School Action Research (PTS) approach. Product moment analysis and t test as a way to manage and analyze data, with 15 teachers used as samples. The ability to prepare learning plans and learning components is an assessed criterion. The results of the research were that in cycle I the validity value of the teacher's learning planning ability was 0.730 and the learning components were 0.713, while the t test value of the teacher's learning planning abilities was 3.856 and the learning components were 1.759. In calculating the second cycle against the third cycle, the validity value of the teacher's learning planning ability was 0.911 and the learning component was 0.906, with a t test of 7,948 for the teacher's learning planning ability) and 3,701 for the learning planning component. For teacher pedagogical competence, the average score for 15 subjects in the initial activities in the first cycle to the second cycle was 0.690 for validity and 3.438 for the t test. Meanwhile, in the second cycle and the third cycle, the validity value of the initial learning activities reached 0.883 and the t test value reached 6.773. These results indicate a significant increase in teacher abilities.

Persepsi Siswa tentang Kompetensi Pedagogik Guru dalam Pengajaran Pendidikan Agama Islam di SMA Negeri 2 Sungai Limau

This research was conducted with the aim of obtaining information and describing teacher pedagogical competence. The data analysis technique in this research uses quantitative descriptive statistics. The population of this study was class XI students of SMA N 2 Sungai Limau, totaling 225 people, with a sample size of 45 people. Sampling used a simple random sampling technique. The instrument of this research is a Likert Scale model questionnaire. Before use, the questionnaire was first tested for validity and reliability. The collected material is processed by finding the average value. The research results show that pedagogical competence is seen from (1) Understanding of students with a score of 52% with fairly good criteria. (2) The design and implementation of learning received a score of 62% with fairly good criteria. (3) The use of learning technology received a score of 42% with poor criteria. (4) Evaluation of learning outcomes received a score of 62% on fairly good criteria. (5) Developing students' potential, getting a score of 55% with fairly good criteria. Based on the research results, it can be concluded that the pedagogical competence of teachers at SMA Negeri 2 Sungai Limau is at quite good criteria with an average score of 57.33%. This needs to be paid attention to in order to improve teachers' abilities so that teaching and learning activities can be carried out in sync with the plan and can achieve the expected goals.

PENGARUH MANAJEMEN SARANA PRASARANA DAN KOMPETENSI PEDAGOGIK GURU TERHADAP MINAT BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

This study aims to determine the effect of management of facilities and infrastructure, teacher pedagogical competence, and quality of learning on students' interest in learning PAI at Unggulan Bina Insan Mulia 2 Senior High School Cirebon. The research was carried out with a quantitative approach. The population in this study were all students in class X and XI SMA Unggulan Bina Insan Mulia 2 Cirebon, while the sample for this study used a full sample, they are all students in class X and XI SMA Unggulan Bina Insan Mulia 2 Cirebon. The data analysis technique used is PLS-SEM. PLS-SEM is a structural equation model to develop or predict an existing theory. The equation model analyzed is the outer model, inner model and hypothesis testing. Based on calculations using SmartPLS 3.0 . The results showed that the management of facilities and infrastructure had an effect on student learning interest by 0.763 or 76.3%, teacher pedagogic competence had an effect on student learning interest by 0.312 or 31.2%, and the quality of learning had an effect on student learning interest by 0.335 or 33, 5%. The implications of the results of this study indicate that SMA Unggulan Bina Insan Mulia 2 Cirebon must improve the planning of educational facilities and infrastructure, because the completeness of educational facilities and infrastructure will assist teachers in organizing the learning process. The results of testing the hypothesis showed that there was a significant influence between the management of facilities and infrastructure on students' learning interest (t-statistic 3.554 and p values <0.05), there was a significant effect between teacher pedagogical competence on student learning interest (t statistic 3.934 and p values <0.05), and there is a significant influence between the quality of learning on students' learning interest (t statistic 4.161 and p values .0.05).

Pengaruh Faktor Pola Asuh Orang Tua, Kompetensi Pedagogik Guru dan Motivasi Berprestasi terhadap Prestasi Belajar Siswa di SMA Negeri Satu Atap Lembongan

The research in this thesis is motivated by the many teacher competencies that have not been achieved in accordance with the National Education System Law No. 20 of 2003 Article 39 Paragraph 2. And also the parenting style of parents who tend not to support children's education because they have to help parents because of work and economic demands. The type of research used by this research is quantitative research with an "ex-post facto" approach. Data collection is carried out by questionnaire instrument. Data analysis and hypothesis testing in this study used multiple regression. The results showed (1) There is a significant influence between parenting style on student achievement at SMA Negeri Satu Atap Lembongan as shown from tcalculate > ttable (3,840 > 1.972), the significance value of t for the parenting variable is 0.000 and the value is smaller than the probability of 0.05 (0.000 < 0.05) (2) There is a significant influence between teacher pedagogic competence on student achievement at SMA Negeri Satu Atap Lembongan Shown from tcount > ttable (2.920 > 1.972). The significance value of t for the teacher's pedagogic competency variable is 0.004 and the value is smaller than the probability of 0.05 (0.004 < 0.05). (3) There is a significant influence between achievement motivation on student achievement at SMA Negeri Satu Atap Lembongan as shown from the ttable > (2,314 > 1,972). The significance value of t for the motivational variable is 0.021 and the value is smaller than the probability of 0.05 (0.021 < 0.05). (4) There is a significant influence between parenting, teacher pedagogic competence and achievement motivation on student achievement at SMA Negeri Satu Atap Lembongan as shown from Fhitung > Ftabel (11,975> 2.65). The significance value of the concurrent test (F test) is 0.000 and the value is smaller than the probability of 0.05 (0.000 < 0.05).

The Influence of Infrastructure Facilities and Teacher Pedagogic Competence on Student Satisfaction in Public High Schools in Pekanbaru City

This study aims to examine the impact of infrastructure and teacher pedagogic ability on student happiness at Pekanbaru State Senior High School. This research is quantitative research with the type of ex post facto research. The population in this study were students at Pekanbaru City Public High School. The sampling technique used in this study was a purposive sampling technique. In this case, a sample of 231 students was taken. Questionnaires was used as the data collection technique distributed using Google Forms. The data analysis technique used was descriptive statistical analysis and inferential statistical analysis using the SPSS (Statistics Package for Social Science) Version.2 2 programs. From the results, it can be seen that the calculated F value is 10.684 while the F table is 3.03. F table F count, namely 3.03 10.684, so H0 is rejected. Then, based on the sig value of 0.001 0.05, it can be concluded that there is a significant influence between infrastructure and teacher pedagogical competence on student satisfaction in Pekanbaru City Public High School. Then, It can be seen from the Coefficients Beta values of 0.100 for infrastructure and 0.542 for teacher pedagogic competence. This means that for every increase in infrastructure in one unit, student satisfaction will increase by 0.100 one team. Then, for every one-unit increase in teacher pedagogic competence, student satisfaction will increase by 0.542 one unit. So, the research results show that infrastructure and teacher pedagogic competence affect student satisfaction at Pekanbaru City Public High School.

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

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.

Teacher Strategies in Realizing Teacher Pedagogical Competence in High School

Purpose of the study: The aim of this research is to find out teacher strategies in realizing teacher pedagogical competence in high school.
 Methodology: This research is included in the type of descriptive qualitative research with a phenomenological approach. Data collection comes from interviews and observations. Interviews were conducted with six informants, consisting of two history subject teachers and two sociology subject teachers. The other informants were one class X student and one class XI student who still received instruction from the four teachers.
 Main Findings: The results of the research show: (1) The meaning of pedagogical competence for teachers in high school (2) Teacher strategies in realizing teacher pedagogical competence in high school are (a) the approach taken by teachers towards students, (b) teacher strategies are based on the approach taken by teachers towards students . Erving Goffman's dramaturgical theory provides an overview of the daily lives of individuals that occur on a stage. In the show there are two parts, namely the front stage which consists of setting, appearance and attitude.
 Novelty/Originality of this study: The research that is currently being carried out is updated with different approaches from the four high school teachers, resulting in different strategies. An approach can be likened to a map of the geographical conditions of an area, while a strategy is a plan for developing the potential of that area. So, to develop student potential, a teacher must be able to understand student needs in the teaching and learning process.

Analysis of the Need for Development of Virtual Reality-Based Learning Media to Build Technological Pedagogical and Content Knowledge (TPACK) Competencies for Prospective Physics Teachers

Technological Pedagogical and Content Knowledge (TPACK) is a conceptual framework used to describe the knowledge needed by a teacher to integrate technology into the learning process. In the context of developing Virtual Reality (VR) based learning media, physics education students as prospective teachers need to have a strong understanding of how VR technology can be used as a medium for teaching specific topics (TK), how to actively involve students in the VR environment ( PK), and a deep understanding of the lesson topics taught (CK). This research aims to produce Virtual Reality-Based Learning Media to build the TPACK competency of Physics Teacher Candidates that is feasible, practical, and effective. The development research method used is EDR (Educational Design Research) with the following stages: analysis and exploration; design and construction; and evaluation and reflection. Based on the questionnaire given to students, interviews conducted with lecturers, and literature review studies that have been carried out, it was concluded that it is necessary to develop Virtual Reality-based Learning Media Development to Build the Technological Pedagogical and Content Knowledge (TPACK) Competencies of Prospective Physics Teachers.

Evaluation of Mastery of Pedagogic Competence of Physical Education, Sports and Health (PJOK)

This study aims to analyze and evaluate the mastery of PJOK teacher pedagogical competencies in the city of Padang. The research method used is qualitative research using the CIPP method. The sampling technique in this study was to use a total sampling technique involving 15 PJOK teachers at State Middle Schools in East Padang District. Data analysis techniques use qualitative research techniques with a data triangulation approach. The results of this study indicate that sports and health physical education teachers in terms of context have approached students so that it makes it easier for teachers to understand the characteristics of students. Evaluation of pedagogic competence in terms of the input that the teacher develops cognitive aspects as well as developing psychomotor aspects and affective aspects. a teacher must have a way to change the behavior of students in a better direction through an approach, providing motivation. Evaluation of teacher competence in terms of process, namely the teacher uses learning strategies depending on the situation and conditions then adapts to the media and demonstrates implementation, this is an obstacle due to the lack of teacher creativity in developing learning media so that the teacher only asks to model students who have talent in the field certain. The teacher also conducts midterm and final semester assessments and makes improvements in oral and written forms. In terms of product, many students have participated in championships at the city, provincial and even national levels. Students who take part in the championship even though they will be given extracurricular activities, they practice more outside, in other words, under the guidance of a club. Overall, the pedagodic competence of sports and health physical education teachers in Padang Timur District, Padang City, needs to be improved and improved in terms of context, input, process, and product.

Strategi Kepemimpinan Kepala Sekolah Dalam Meningkatkan Kompetensi Pedagogik Guru di SMA Negeri 2 Bone

In light of concerns about low teacher competence in Indonesia, this study investigates the leadership strategies employed by the principal of SMAN 2 Bone to improve the pedagogic competence of teachers. The objective of the study is to discover the principal's leadership strategy in improving the teachers competence at SMAN 2 Bone. This type of research is qualitative with a descriptive approach. Data collection conducted by interview, observation, and documentation. The results of the study reveal that the principal's leadership strategy in improving pedagogic competence of teachers are: 1) providing opportunities and facilities for teachers in various education and training such as PPG, Education and Training, MGMP, Workshops, Seminars, and other programs that can support teacher pedagogical competence improvement; 2) conducting teaching supervision to teachers on learning management and providing post-conference or evaluation guidance after supervising; 3) conducting In-house Training program; 4) enhancing teacher discipline by controlling teacher attendance such as punctuality in school attendance, teaching time, and providing exemplary attitudes to teachers; and 5) involving teachers in various teacher professional organizations.

Impact of Professional Development Program on Pedagogical Competence of Teachers at MI Az Zahro' Pagar Alam

The goals of this research are to provide a historical context for the evolution of the teaching profession, to characterize the current state of teacher performance, and to identify the factors that have an impact on teachers' professional effectiveness. This study focuses on the professional growth of experienced instructors, although previous research has mostly ignored this topic. A survey strategy is used. In order to gather information for this study, researchers filled out questionnaires. Twenty-one teachers from MI Az Zahro’ Pagar Alam were interviewed for this study. Simple regression was used to evaluate the data. The findings demonstrated that (1) teacher professional development is at an acceptable level, and (2) professional development has a beneficial effect on teacher performance.

Mpact of SDGs Retraining Workshops on Pedagogical Competencies of Primary School Teachers

The qualities of a teacher are the essential factors that influence learners’ academic performance. Most of these qualities are acquired through retraining programmes. As a result of this, many in-service training programme have been on-going. This study was undertaken to ascertain the impact of SDGs retraining workshop on pedagogical competencies of primary school teachers. It is a descriptive survey design guided by four research questions. The population of the study consisted of 3,115 primary school teachers who participated in SDGs retraining workshops. Multistage sampling technique was used to select 360 teachers. The researchers developed a structured questionnaire titled primary school teachers’ pedagogical competence questionnaire (PSTPCQ, r=0.86). Mean and standard deviation were used to answer the research questions. The results of the data analysis revealed that the SDGs retraining workshops impacted basic science and technology teachers’ pedagogical competencies positively in areas of teaching methods, construction of instructional materials and assessment of learning outcomes but negatively on the out-of-class science teaching strategy. It was recommended among others that all primary school teachers should be given opportunity to attend the SDGs retraining workshop and that adequate fund should be made available for regular and consistent retraining programmes to ensure greater and effective instructional delivery of BST lessons.

Kompetensi Pedagogik Guru Abad 21 : Tinjauan Peran Guru Menghadapi Generasi Alpha

The development of the times means that human education and thinking continues to change and develop dynamically. This article aims to determine the importance of 21st century teacher pedagogy in facing the Alpha generation. The gap in the learning process in the classroom occurs because teachers and students have different learning periods, so the pedagogical competence of teachers in the 21st century and the characteristics of the Alpha generation are important to understand. This study method is a literature study by examining 15 scientific articles published in various national journals and analyzed according to the pedagogical study theme. The problem that often occurs is the gap in the delivery of teaching material in the classroom due to the teacher's lack of understanding of the characteristics of students. Students have now entered the Alpha generation, where the characteristics of students are very different from those of teachers, so teachers need to improve their pedagogical abilities and competencies by knowing the characteristics of the Alpha generation. It is hoped that the results of this study will allow teachers to develop pedagogical competence, especially in dealing with the Alpha generation, so that learning in the classroom occurs optimally and educational goals can be achieved