Kontribusi Kompetensi Pedagogik Guru Terhadap Engagement Belajar Anak Usia Dini
DOI:
https://doi.org/10.61231/9ybsq738Keywords:
Pedagogical Competence, Learning Engagement, Early Childhood EducationAbstract
This study aimed to describe teachers’ pedagogical competence and children’s learning engagement and examine their relationship. Using a quantitative correlational approach, the study was conducted at PAUD Aisyiyah in Bandar Lampung, Indonesia. Data were collected through questionnaires, non-participant observations, and documentation. Teacher competence was assessed using 26 items involving 42 respondents, while engagement was observed in 29 children using 24 indicators across behavioral, cognitive, and emotional dimensions. Pedagogical competence reached 92.68% of the maximum score (very good), with overall teacher competence at 94.00%. Children’s engagement reached 80.35% (generally good). Emotional engagement was highest (86.51%), followed by behavioral (80.24%) and cognitive engagement (74.90%). The descriptive findings indicate that high teacher competence coexisted with relatively good child engagement.References
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