Descriptive qualitative analysis of teachers' pedagogical competence in natural and social sciences, highlighting barriers and improvement strategies.
Objective: This study analyzes the pedagogical competence of upper primary teachers in natural and social sciences (IPAS) at SDN Ngaliyan 04, identifies encountered barriers, and explores strategies for improvement. Method: Using a descriptive qualitative approach, the research involved grade IV, V, and VI teachers and the principal. Data were collected through structured interviews, observations, and documentation. Credibility was maintained through source and method triangulation. Data analysis followed the Miles and Huberman model: data collection, condensation, presentation, and drawing conclusions. Results: Findings suggest that teachers’ pedagogical competence is generally adequate; however, challenges remain, including limited resources, lack of school support, uneven ICT proficiency among teachers, and diverse student characteristics. Enhancing competence includes targeted training, collaborative activities, mentoring, and self-reflection. Novelty: This study provides a new perspective by examining upper primary teachers’ pedagogical competence in IPAS at SDN Ngaliyan 04 and emphasizing the effects of limited infrastructure and ICT utilization.
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Damayanti et al. (2025) studied this question.
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