Indonesian Teacher’s Competencies Profile According to The SAMR Model Framework

Abstract The purpose of this research was to take inventory of teachers’ experiences and practices in online learning services during Covid-19 were aligned with the SAMR model (substitution, augmentation, modification, and redefinition) as a framework for the formulation of 21st Century Teacher competencies. Formulation of 21st-century teacher competency profiles is specifically developed based on competency standards for Indonesian Teachers, online learning practice experiences during Covid-19, and synergized with the SAMR framework. The 21st-century Indonesian teachers profile conceptually validated through the FGD technique (focus group discussion). The formulation of the specific competence of 21st-century Indonesian teachers refers to the SAMR framework is formulated successively in stages: 1) substitution; 2) augmentation; 3) modification; and 4) redefinition. Specific professional competences in developing content: 1) packaging and serving; 2) enrich; 3) adapting, and 4) creating. Specific pedagogical competencies in packaging and serving content: 1) offline; 2) online; 3) offline simulation; and 4) online simulations. Teacher position-specific social competencies: 1) instructor; 2) facilitator; 3) motivator; and 4) inspiration. Personality specific competencies in classroom communication: 1) passive; 2) active; 3) adaptive; and 4) interactive.