THE CORRELATION BETWEEN THE USE OF THE INDEPENDENT TEACHING PLATFORM AND THE ROLE OF TRANSFORMATIONAL TEACHERS WITH TEACHERS' PEDAGOGIC COMPETENCE AT SMKN 2 TEMBILAHAN

Abstract

This study aims to examine the correlation between the use of the Independent Teaching Platform and the role of Transformational Teachers on teachers’ pedagogic competence at SMKN 2 Tembilahan. Pedagogic competence is regarded as a fundamental ability required by teachers to design, implement, and evaluate learning processes. A quantitative research method with multiple linear regression analysis was employed. The population consisted of 75 teachers at SMKN 2 Tembilahan, and the entire population was taken as the sample using saturated sampling. The instrument used was a questionnaire that had been tested for validity and reliability. Data analysis included t-tests, F-tests, and the coefficient of determination (R²).

The findings reveal that: (1) the Independent Teaching Platform has a significant effect on teachers’ pedagogic competence (t = 2.289; sig. = 0.027); (2) the role of Transformational Teachers also significantly affects pedagogic competence (t = 3.873; sig. = 0.000); and (3) simultaneously, both variables significantly influence teachers’ pedagogic competence (F = 26.913; sig. = 0.000). The R² value of 0.529 indicates that 52.9% of the variance in pedagogic competence is explained by the independent variables, while the remaining 47.1% is influenced by other factors beyond this study. These results confirm the hypotheses that both the Independent Teaching Platform and the role of Transformational Teachers positively and significantly contribute to the enhancement of teachers’ pedagogic competence, both individually and jointly. The discussion emphasizes that integrating technology through digital platforms and providing transformative leadership support are strategic efforts to strengthen teacher quality in the 21st-century education context.