HOW PEDAGOGIC COMPETENCES HELP THE TEACHER IN ANSWERING THE

EDUCATIONAL CHALLENGES OF INDUSTRIAL REVOLUTION 4.0

Indah Purnama Sari, Widihastuti

Graduate School, Yogyakarta State University
e-mail: indahpurnama.2017@student.uny.ac.id

Abstract : Professional teachers will be able to develop a great human quality as well. In Indonesia,
four competences are required by the teachers if they want to be professional. Those competences that
teachers should have in their career are pedagogic competence, personality competence, social
competence, and professional competence. Pedagogic competence is one of the most important
competence that the teacher should have, since pedagogic competence belongs to someone’s
performance in education. Pedagogic competency distinguishes teachers from experts. Pedagogic
competence relates to the skills that teachers must havein 21st century. It will affect the students’
achievement and guides the students’ need toward industrial revolution 4.0. The method which was
used in this research was literature study. The result showed that if teachers were able to master the
whole pedagogic competences, they could answer the educational challenges of industrial revolution
4.0 era, eventhough it must be complemented by other competences.
Keyword : pedagogic competence, industrial revolution 4.0, 21st century skill.

INTRODUCTION The changes are also affected by

Regarding to the current industrial revolution, since the changes in
development, day by day, there are also any economic system which also contribute to
changes in humans’ behavior. This also changes in the education system. On the
affects the development of education system other words, the essence of the industrial
in the world, including Indonesia. These revolution can be interpreted as a major and
changes can be seen from the the education radical change in humans’ productivity
system which consists of teaching and produce goods. Every change that occurs
learning process, curriculum, students’ will always be followed by other changes in
development, learning methods, learning the fields of economics, politics, and even
media, infrastructure, and graduation the military and culture.
competencies. Education all over the world The Industrial Revolution 1.0 started
can no longer use the system which was in 1784, which marked by the discovery of
used in the industrial revolution 1.0, 2.0, or steam engines in the process of producing
3.0, since nowadays we have come to the stuffs. Other changes occur since before the
industrial revolution 4.0. steam engine was found, humans only relied
on muscle power, hydropower, and wind
power to move anything. In this era there and productions such as the discovery of
were many new jobs that had never existed telephones, cars, and airplanes. Hence, the
in the pre-revolutionary era such as the 3.0 industrial revolution started to create a
existence of sugar factories, textiles, flour, driving machine that could provide
cigar skin, etc. Hence, these conditions information. In the third industrial
make home production goes down and revolution, the industrial era was slowly
mostly have been closed, and they transfer ended and the information era was just
the human resources to the industrial sector. began. The industrial revolution 3.0 was
Then, it was continued by the triggered by the moving machines, which
industrial revolution 2.0 which started in the could provide information such as
early 20th century, which replaced the steam computers and robots.
engine with electricity. In era 2.0, the cost of After the industrial revolution 3.0
several stuffs became cheaper. The which was characterized by
industrial revolution 2.0 made the human computerization, then there was revolution
power be slightly reduced, but they still had 4.0 where this era optimized
a job to control the engine. In this era, the computerization in the industrial revolution
most prominent revolution were the 3.0. The industrial revolution 4.0 was
technological revolutions and industrial invented from a project initiated by the
automations. After that, several decades German government to promote
later, in 1970, revolution 2.0 was replaced computerization of manufacturing (Yahya,
by revolution 3.0. 2018). Meanwhile, Germany is the first
Revolution 3.0 was characterized by country which makes a roadmap (grand
computerization. Two previous revolutions design) about the implementation of digital
were included in the industrial revolution, economics. This era is also called as the era
but the industrial revolution 3.0 slowly of digital revolution and disruption. It was
changed them. If the highest achievement of stated since the era was disrupted because of
the industrial revolution 1.0 is a steam many fundamental innovations in society, in
engine that makes the economic change per the field of technology in every aspect of
capita of countries in the world increase human life, including education.
sixfold, the highest achievement of industry The disruption era is characterized
2.0 revolution was the massive manufactures by artificial intelligence, automation,
cellular supercomputers, intelligent robots,
self-driving cars (self-driving cars), neuro-
technology brain enhancement, genetic
editing, online learning, online student,
recruitment of student and employee by
online, and so on. Regarding to the changes
that occur around us where these changes
occur at exponential speeds. This dramatic
change forces the whole societies, especially
students to always aware with the newest
change. They not only have to pass, but also
have soft skills in their own fields.
The presence of bureaucratic reforms
and the application of technology forces the
students to be more qualified. They not only
need to have an academic qualification
(certificate), but also should be more
qualified with the demands of the job.
The industrial revolution 4.0 is not
really diffferent from the previous
revolutions, where it also produces new jobs
which had not existed in the previous era.
Indonesia needs creative and innovative
industries in order to be suitable with the
development of consumer needs. There is no
long life employment, since the people are
ready to move and always update the skills
in order to be able to handle the new
business.
Therefore, these changes require new
skills. The research reveals that in 2020, the
most required skills are cognitive abilities,
systems skills, complex problem solving,
content skills, process skills, social skills,
resource management skills, technical skills
and physical abilities, and the most
important is the complex problem solving.
Complex problem solving is considered as a
different skill, compared with other general
problem solvings (McKinsey & Company et
al., 2017).
Most people see the new technology
as a threat, but those who has critical
thinking and have willing to make
improvement, will always see it as both
challenge and opportunity. Soft skills
education and training by the government
are very important in order to create the
society that are able to work and solve
problems in the future.
The Indonesian government is
currently implementing some strategic
measures based on the Making Indonesia
4.0. map. This effort is conducted as the
realization of a national vision that has been
set to take opportunities in the era of
industrial revolution 4.0. One of the visions
of Making Indonesia 4.0 is to make
Indonesia becomes one of the top 10
countries with the strongest economy in
2030 (Satya, 2018). Improving human
resources quality is one of the 10 priorities
in implementing Making Indonesia 4.0.
It has been known that the focus of
21st century skills consist of creativity,
critical thinking, communication, and
collaboration, which were also called as
4Cs. In the era of disruption, the education
system is required to be able to support
students with 21st century skills. The skills
should be obtained by the students are
critical thinking and problem solving skills,
creative and innovative as well as the
communication and collaboration skills. On
the other words, the skills to find, manage,
and deliver information are needed in using
technology. Several capabilities that should
be obtained in the 21st century are
Leadership, Digital Literacy,
Communication, Emotional Intelligence,
Entrepreneurship, Global Citizenship,
Problem Solving, and Working Team.
Nowadays, three education issues in
Indonesia are character education,
vocational education, amd innovation
(Wibawa, 2018).
In order to create a generation that
can compete in the era of industrial
revolution 4.0, the role of the educators to
guide the students is also required. How can
we demand students to be able to have 21st
century skills if the educator has not been
ready yet. Therefore, the educators are also
required to have strong competency, good
soft skills, such as Critical Thinking skills,
creative, communicative, and collaborative.
The role of educators as role models are to
spread their passions and inspiration. This
role cannot be replaced by technology.
Having educational competence,
competence in research, competence in the
digital business world, competence in the
era of globalization, and learning
interaction. The function of learning
interaction is educators are able to build an
atmosphere that can complete the students’
psychological needs, such as needs for the
competence. The learning process should be
able to build students’ collegiality and
mutual support. Disrupted era should be able
to provide "capable learning" skills, in order
to encourage the students to pass it, and face
a new era which is called as the abundant
era, which is abundant in the information,
media, and learning resources.
In Indonesia, there are four
competencies that are required by the
teachers in order to become professional
educators. Professional educators aim to
create a generation that can make change to
Indonesia. The four competencies are
pedagogic competence, social competence,
personality competence, and professional
competence. This is based on Undang- that teachers ability in teaching (pedagogic
Undang No. 14 tahun 2005 concerning PP competence) was very influential on
No. 19/2005 which stated that an educator students’ achievement. It influences the
is said to have professionalism if they have 4 students to be more confident to compete in
competencies, such as (1) pedagogic their future.
competence (2) personality competence (3) According to Permendiknas RI nomor
professional competence and ( 4) social 16 tahun 2007 concerning the standard of
competence. academic qualifications and teacher
Among those components, pedagogic competence, the scopes of the pedagogic
competence is one of the most important competency study are teachers should be
competencies that must be obtained by the able to understand the students’
teachers since pedagogic competence is characteristics and abilities development,
someone’s performance (ability) in mastery theories and various learning
education field. Educators who are able to models, develop the competencies in
manage the learning process will create an curriculum and development strategies,
effective and enjoyable learning organize the teaching and learning activities,
environment and able to manage the class develop students’ potential talents, use
better, and students’ learning outcomes are technology as the learning media,
at an optimal level (Wijaya, 2018). Based on competence in organizing and assessing
the literature, it can be concluded that students’ achievement, and conduct
teacher's pedagogic competence is very reflective learning actions.
important in its correlation to teaching and Through the scopes of the pedagogic
learning activities and student learning competence, it can be seen that the
outcomes. government wants the teachers in Indonesia
The research which was conducted by to be able to approach the students more in
Nana Sudjana showed that 76.6% of student terms of characteristics, morals, spiritual,
learning outcomes were influenced by and socio-cultural background. After
teacher performance as follows: teachers obtaining the information, the teacher can
ability in teaching reached 32.43%,, and communicate effectively with the students in
teachers contributed to the subjects reached order to make them enthusiastic and happy.
8.60%. The results of the research revealed This will have an impact on creating a
comfortable and quality classroom
atmosphere. In the scopes of pedagogic
competence, one of them is the teacher must
be able to use the technology as learning
media. The scope of pedagogic competence
is regarding to the demands where
digitalization has included all aspects of life.
Basically, pedagogic competence was
created by Shulmans (1992), in order to
distinguish between teachers and
researchers. Pedagogic competence is the
ability of a teacher in managing the learning
process of students. Pedagogic ability can be
shown by helping, guiding, and leading the
students. Based on this understanding, it can
be concluded that pedagogic is the ability in
children's education whose scope is limited
to educative interactions between the
teachers and the way they teach the
students.
The definition of pedagogic
competence is brief since the competency is
very relevant as one of the indicators for
teachers to reach the professionalism.
Teacher’s professionalism is also seen from
student achievement and through the quality
learning process. If the quality learning
process and the cultivation of character on
morality and spirituality of the students are
conducted well, next generation will make
developments for the country. They are the
generation that dares to compete in global
competition in the current era.
In this paper, we will discuss how
pedagogic competence can improve teacher
professionalism in order to produce
generations that can compete in the era of
industrial revolution 4.0. The scope of
pedagogic competence which was contained
in Permendiknas RI nomor 16 tahun 2007 is
reviewed more deeply based on several
findings from other previous researches and
other skills which were required in the
industrial revolution 4.0, in order to build
readers' awareness, especially for teachers
regarding to the importance of these
competencies. Hence, educators in Indonesia
can be more enthusiastic in giving
contribution for governments’ programs, as
an effort to increase teacher professionalism
such as MGMP, KKG, and so on.
METHOD
This article is the result of a literature
review, where the researchers evaluate more
deeply and critically about how the
pedagogic competence scopes were selected
and found out the correlation between these
competencies with other skills which were
needed by students in the era of industrial
revolution 4.0. Literature review does not
stop just by reading and summarizing, but
also making analysis and synthesizing of science, technology and art, the
critically and deeply from the papers that development is increasingly rapid. The
have been reviewed. The results of the government has the main goal to increase
summary, analysis and synthesis, in the teachers’ professionalism.
scopes of pedagogic competence were Indonesia requires teachers to have
combined into one article that provided new four competencies as the requirements to be
findings which contributed to knowledge. professional teachers. As stated in PP No 74
The data which were contained in the paper tahun 2008, in article 3 line 4. 5 and 6, there
played an important role for the author's are four basic competencies which are
understanding of the context, which was the required by a teacher, such as pedagogic
basis of how the relationship between the competence, personality competence, social
pedagogic competence and the era of competence, and professionalism
industrial revolution 4.0. competencies.
Pedagogic competence is the teacher's
RESULTS AND DISCUSSION
ability in delivering the lessons. It
Result distinguishes teachers and science experts. If
Due to the industrial revolution, the the teacher only plays a role in the process of
demand for human resource interests is transferring knowledge, the role of the teacher
different. Teachers can no longer use the old will be replaced by technology. The role of the
method in teaching and learning activities. teacher in providing character, moral, and
Teachers are required to have skills that are education cannot be replaced with any
also needed by students in the 21st century. sophisticated tools and technology. The scope
Regarding to these demands, the of pedagogic competence is mastering the
government create a training program for characteristics of students’ development,
teachers, such as MGMP (Teacher competency in mastering theories and learning
Consultation), UKG (Teacher Competency models, competencies in developing
Test), PKB (Sustainable Professional curriculum and strategies, competence in
Development), and others. In order to make organizing learning processes, competencies in
the standard service and national standards of developing various potentials, talents, students’
education to fulfil the professional interests, competence in communicating
requirements, the society, and the development effectively with the students , competence in
using technology, competency in organizing, upcoming revolutions, students will be able
utilizing the assessment of students’ to compete. The quality of human resources
greatly influences the progress or failure of a
achievement, and competence in conducting
country. Through analysis and data that
reflective learning actions. were obtained, the researchers found that
If the teacher is really serious in pedagogic competence is also still related to
exploring competencies that are used as the skills that must be obtained by the
standards by the government in making teacher in the 21st century. If the teacher has
them professional teachers, undoubtedly for those skilld, it will be able to produce
the industrial revolution 4.0, and other generations with some predictable skills.
Teachers’ skills in
Skills Prediction in 2020 Pedagogic Competences
21st century
1) Mastering the students’
characteristics and physical, moral,
1) Critical thinking spiritual, social, cultural, emotional,
and problem solving and intellectual aspects.
2) Mastering the learning theory and
the principle of learning.
3) Developing the curriculum that is
1) complex problem solving related to the subject.
2) critical thinking
2) collaboration skill 4) Conducting a quality learning.
3) creativity
5) Conducting reflective activities in
4) management
improving learning quality.
5) emotional intelligence
6) Facilitating the students’
6) cooperation with others
development based on their
7) negotiation 3) communication
abilities/skills
8) service orientation skill
7) Communicating with the students
9) assessment and decision
effectively, and with emphatic.
making
8) Conducting an evaluation and
10) cognitive flexibility
assessment for the students’
achievement.
4) the ability to 9) Identifying the assessment and
create new thing evaluation results for the learning
process.
10) Using the information and
technology for the learning process.
Table I. Skills prediction in 2020, 21st century, and pedagogic competences
Discussions
The characteristic of the
disruption era is the existence of robot
which no longer relies on mass (number of
people) but is replaced by a robotic system,
since it can work more effectively and
efficiently than humans’. The
characteristic is 3D printers that allow
printing for not only 2D objects, but also
using a 3D printer machine.
Symptoms of industry
transformation time can be seen from the
sector that has been replaced with e-
commerce, the existence of
transportation, the employees have been
replaced with robot, letters have been
replaced with message services such as
whatsapp, e-mail, and even production
houses are replaced by creators
YouTube. In education system in Indonesia,
learning material in any fields can be easily
accessed through internet, anytime and
anywhere. Data shows that the population of
the 15-64 year age group (productive age)
reaches 183.36 million people or 68.7% of
the total population. Data shows that
currently, 30 percent is controlled by
technology.
(source:https://databoks.katadata.co.id/datap
ublish/2019/01/04/jumlah-penduduk-
indonesia-2019-mencapai-267-juta-jiwa)
Regarding to world economic forum,
4.0 the 21st century will obtain changes in the
skill structures. In 2015, the skills structure
were: 1) complex problem solving, 2)
cooperation with others 3) management of
people 4) critical thinking 5) negotiation 6)
other quality control 7) service orientation 8)
assessment and decision making 9) listening,
and 10) creativity. In 2020 the work
structure changes to, 1) complex problem
4.0 solving 2) critical thinking 3) creativity 4)
people management 5) cooperation with
others 6) emotional intelligence 7)
online assessment and decision making 8) service
orientation 9) negotiation and 10 ) cognitive
flexibility (Irianto, 2017)
These predictions are relevant to the
reality and data, which base on the statistics
on of digital research institutes in 2018, where
the number of active smartphone users in
Indonesia was more than 100 million
people. From the data, it can be seen that the
use of technology has become a part of
Indonesians’ life. Several star-ups in
education in Indonesia have used these
opportunities, for example: ruangguru.com,
quipper.com, and in other countries such as
khan academy, byjus, and many more. In
2017, Ruang Guru users have reached more
than 6 million, and still counting. From the
statistical data, the number of students in
Indonesia, up to junior high school and
senior high school, is approximately 25
million students (source:
http://statistik.data.kemendikbud.go.id/).
Star-up is now more favorite since the
students’ needs and easy access from the
providers, flexible (can adjust material), and
the prices offered are relatively cheaper. In
the future, technology-based learning
models will appear with other various
models. The challenge for educators in the
industrial revolution 4.0 is to be able to
change the learning strategies and models
regarding to the demands of the
development and technology. Technology
has been transforming and has an impact on
the education world.
Students are required to have the
skills that will be useful for their future, and
so do the teachers. In the 21st century, there
are 4 skills that must be required by
teachers, such as critical thinking and
problem solving skills, communication
skills, collaboration skills, and creativity.
This skill is needed since the education
system requires a novelty or new movement.
One of the movements which is claimed by
the government is a new literacy movement
as an amplifier, or shift of old literacy. The
new literacy movement is focused on the
three main literacies, such as digital literacy,
technology literacy, and human literacy
(Aoun, 2018). These three skills are
predicted to be required in the future or in
the industrial revolution 4.0. Digital literacy
aims at increasing the ability to read,
analyze, and use information in the digital
world (Big Data). Technology literacy and
human literacy aims at improving
communication skills and mastery of design
(Aoun, 2017). The new literacy is expected
to create new generations who are
competitive by fixing the old literacy
movement which only focuses on improving
reading, writing, and math skills. Adaptation
of the new literacy movement can be
integrated by adjusting the curriculum and
learning system in industrial revolution 4.0
(Yahya, 2018).
If the teacher only plays roles in the
process of transferring knowledge, the role
of the teacher and will be replaced by
technology. The role of teacher in providing
character, moral, and education cannot be
replaced with any sophisticated tools and
technology. It is brief that the irreplaceable
reason for teachers is the scope of pedagogic
competence. Pedagogic competence is one
of the competencies that teachers must have
in order to become professional teachers.
In UU No. 14/2005, article 1
paragraph (1) states that teachers are
professional educators with the It can be concluded that competencies in
responsibility in educating, teaching, pedagogic, such as competency in
training, and evaluating students in early mastering the characteristics of students'
childhood education in formal education, ability development, competency in
elementary education, and secondary mastering theories and learning models,
education. Meanwhile, the competencies competencies in developing curriculum and
that must be required by the teacher are: strategies, competency in conducting
pedagogic competence, personality learning processes, competencies in
competence, social competence, and developing various potentials, talents,
professional competence (UU No. 14/ 2005 studnets’s interests, competence in
article 10). communicating effectively with students,
Permendiknas RI nomor 16 tahun competency in using technology for
2017, concerning Academic Qualification learning, competence in organizing, utilizing
Standards and teacher pedagogic learning outcomes assessment, and
competencies that still apply, SUUCH AS 1) competence in conducting reflective
mastering the students’ and physical, moral, learning actions. The following discussion
spiritual, social, cultural, emotional, and on pedagogic competences relates to the
intellectual aspects 2) Mastering learning skills that are required by teachers in the
theory and principles in learning 3) 21st century, in order to create a generation
Developing curriculus related to the subjects that has those skills in the industrial
4) Conducting a quality learning process 5) revolution 4.0. era
Utilizing information and communication 1. Mastering the characteristics of the
technology for learning quality. 6) development of students' abilities.
Facilitating the students’ development 7) The development or change is experienced
Communicating with the students by every child, both physical and non-
effectively, and with empathic 8) physical aspects (mentality, emotional and
Conducting assessment and evaluation for spiritual is quite rapid and complex.)
students’ achievement 9) Utilizing the Educators must understand in order to make
results of students’ in learning process 10) learning process better. Educators must
Conducting reflective activitiess to improve understand it well to make the guidance runs
the quality of learning. well. Children's behavior is now influenced
by a variety of past experiences, where The aim of these competencies is developing
physical and non-physical development of a curriculum related to the subjects, or
children is very important. The process of educators can understand the principles of
learning is a complex and multidimensional curriculum development, in order to
problem, both about the various determine learning objectives that are
characteristics of students’ development and appropriate. Educators can choose learning
students’ ability which will provide the best material which is related to learning
input in the learning process. Students who experience and learning objectives, based on
are very complex and multidimensional, the chosen approach and students’
hence, educators must understand the characteristics, and the indicators of
various characteristics of the students’ achievements.
development which create a success in the 4. Competence organizes the learning
process of internalization and socialization. process.
The achievements will be more qualified, The educator is required to understand the
since the process and guidance that teachers principles of learning design, develop the
give in schools are suitable with the components of learning design, develop a
students’ characteristics, development, complete learning design, for activities in
interests and talents (Sunarto and Hartono, the classroom, laboratory, and field, or
A., 1999, Sumatri, M and Syaodih, N, conduct educational learning in the
2006). classroom, in the laboratory and in the field
2. Competence in mastering theories and by paying attention to the standards, by
learning models. using learning media and learning resources
The teacher understands various learning that are relevant to the characteristics of
theories and the principles of learning students and the subjects, in order to achieve
(innovative learning models) related to the the learning objectives as a whole.
subjects. Then, the teacher must apply 5. Competence in developing students’
various approaches, strategies, and learning potentials, talents, and interests.
techniques based on the subjects which are Developing students’ potentials is one of the
taught. important parts of the competencies that
3. Competence in developing curriculum educators must have in the pedagogic field.
and strategies. The development of students’ potentials can
be conducted through various ways, such as
spiritual and coaching, extra-curricular,
remedial, counseling, and others.
6. Competence in communicating effectively
with the students.
This competence requires educators to be
able to understand effectively, both verbally
and in writing. Educators communicate
effectively, empathically, and politely to
students with a distinctive language and the
interaction of activities or games that are
built from four things, such as: identifying
the students’ psychological conditions to
take part in the game through persuasion and
examples, asks students to take part during
the learning process, students’ responses to
increase the quality of learning, and the
teacher's reaction to the responses of
students.
7. Competences in organizing, utilizing
and assessing the students’
achievements.
The purpose of competency in organizing,
utilizing assessment and learning outcomes
is teachers can understand the basic concepts
and principles of assessment or evaluation in
learning processes, aaccording to the
characteristics of the subjects, implemented
assessment techniques based on the
characteristics of the subjects, determine the
procedures for evaluating learning
processes, evaluating instruments and
achievements, and being able to utilize the
results of assessment processes to the
continous learning processes.
8. Competence in conducting reflective
learning activities.
The main goal in the study is to improve the
quality of learning that has been conducted
and the teacher utilizes the results for the
development in learning processes.
9. Competence in using technology
In the 21st century, every teacher is required
to be able to utilize the technology.
Therefore, the learning process in the
present and future era will utilize learning
technology, especially internet (e-learning).
The use of internet in the learning process
aims to facilitate the learning activities.
Every teacher is required to have the ability
and prepare learning material in a computer
network system that can be accessed by
students. Every teacher is required to
continue to innovate IT-based learning, with
aim that students can understand some
various concepts of science easily.
The ability of teachers to master the
characteristics of students' abilities, and
theories and learning models based on the 21st
century. Students should have skills in order to
to be able to overcome the changes, such as
critical thinking skills, the ability to
communicate effectively, and solve problem
issues through negotiation and collaboration.
The various competencies and skills that are
expected to be developed are personalization,
collaboration, communication,
learning, productivity, and content creation.
This element is also the key on vision of the
21st century. Personal skills (initiative,
tenacity, responsibility, risk taking, and
creativity), social skills (working in teams,
networking, empathy and compassion), and
learning skills (managing, organizing, skills
metacognitive, and not easily discouraged)are
also required. Teachers can use students'
responses as the opportunity to evaluate their
readiness to learn more deeply, and introduce
new concepts to challenge them(Boldstad,
2011). Good achievements are
individuals can memorize and repeat broken
facts and knowledge (with
applications), and capture opportunities to
understand difficult conceptual concepts and
complex ideas, evaluate new ideas, and make
their own essence.
CONCLUSION
The focus of 21st century education
are creativity, critical thinking,
communication, and collaboration (4Cs). In
the era of disruption, the education system
has to be able to build the students with 21st
century skills. These skills are required by
the students in order to be able to think
critically and solve problems ccritically,
creative and innovative as well as
informal communication and collaboration skills.
Also, the skills to find, manage, and deliver
information by using information and
technology.
One component in education is the
teacher. The role of the teacher in providing
character, moral, and education cannot be
replaced with any sophisticated tools and
technology. It is brief that the irreplaceable
reason for teachers is the pedagogic
competences. Pedagogic competence is one
of the competencies that teachers must have
in order to become professional teachers.
when Hence, if the teacher is really serious in
mastering the pedagogical competencies,
certain that are used as standards by the
government, it can make them become
professional teachers. Undoubtedly, for the
industrial revolution 4.0 and other upcoming
revolutions, students required to be able to
compete, since the quality of human
resources greatly influences the progress or
failure of a country.
ACKNOWLEDGEMENT
The researcher thanked Allah SWT
for giving researchers the ability to write
this article.
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