Analysis of Teacher Pedagogical Competence in Blended Learning Based Learning in Elementary Schools

Abstract

Many elementary school teachers continue to face challenges in implementing blended learning due to limited knowledge in designing lesson plans (RPP) that align with this approach, despite having long teaching experience. These challenges highlight a gap between teaching experience and pedagogical competence in applying blended learning effectively. This study aims to evaluate the pedagogical competence of elementary school teachers in implementing blended learning at SDN 003 Siabu. The focus includes (1) teachers' pedagogical abilities, (2) assessment of lesson plans developed using the blended learning model, and (3) teaching practices employing blended learning. A sequential explanatory mixed-methods design was employed, combining quantitative data collection and analysis with subsequent qualitative exploration to gain deeper insights into teacher competencies. The findings show that the average pedagogical competence score was 60 (categorized as sufficient), the quality of blended learning-based lesson plans was rated at 80 (good category), and the teaching practice score reached 84.5 (good category). These results indicate that while teachers demonstrate strong implementation in practice and lesson planning, their foundational pedagogical understanding still requires improvement. This study underscores the importance of continuous professional development to enhance the alignment between teaching experience and pedagogical application in blended learning environments.