Pengaruh Kecerdasan Emosional dan Kompetensi Digital Guru terhadap Kompetensi Pedagogik Guru Di Sekolah Lentera Harapan Toraja

Pare, Alprianti (2025) Pengaruh Kecerdasan Emosional dan Kompetensi Digital Guru terhadap Kompetensi Pedagogik Guru Di Sekolah Lentera Harapan Toraja. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini bertujuan untuk mengkaji sejauh mana pengaruh kecerdasan emosional dan kompetensi digital guru terhadap kompetensi pedagogik guru di Sekolah Lentera Harapan Toraja. Penelitian ini dilatarbelakangi oleh pentingnya peningkatan kompetensi guru serta kemampuan adaptif dalam menghadapi tantangan pendidikan abad ke-21. Sampel penelitian ini adalah guru SD, SMP, dan SMA. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survey, pengambilan data menggunakan kuisioner skala Likert. Responden penelitian terdiri dari 56 orang guru. Temuan penelitian secara parsial kecerdasan emosional guru terhadap kompetensi pedagogik guru dengan signifikansi sebesar 0,600. Pengaruh kompetensi digital guru terhadap kompetensi pedagogik guru sebesar 0,733. Pengaruh secara simultan kecerdasan emosional dan kompetensi digital terhadap kompetensi pedagogik sebesar 0,775. Variabel kompetensi digital memiliki pengaruh yang lebih besar daripada kecerdasan emosional guru, sehingga perlu peningkatan kecerdasan emosional guru. Temuan ini memperkuat bahwa peningkatan kompetensi pedagogik guru di era digital ini perlu didukung oleh pengembangan kecerdasan emosional guru, serta penguasaan teknologi secara seimbang. Guru yang memiliki kecerdasan emosional dan kompetensi digital yang memadai cenderung lebih mampu dalam merancang, melaksanakan, dan mengevaluasi pembelajaran yang efektif, serta berpusat pada peserta didik. / This study aims to examine the extent to which teachers’ emotional intelligence and digital competence influence their pedagogical competence at Sekolah Lentera Harapan Toraja. The research is motivated by the importance of improving teacher competence and adaptive capacity in facing the challenges of 21st-century education. The research sample consists of elementary, junior high, and senior high school teachers. This study employs a quantitative approach using a survey method, with data collected through a Likert-scale questionnaire. The respondents include 56 teachers. The findings show that, partially, emotional intelligence has an influence on teachers’ pedagogical competence with a significance level of 0.600. Digital competence has an influence of 0.733 on pedagogical competence. Simultaneously, emotional intelligence and digital competence together have an influence of 0.775 on pedagogical competence. Digital competence has a greater influence than emotional intelligence, indicating the need to enhance teachers’ emotional intelligence. These findings reinforce that the improvement of teachers’ pedagogical competence in the digital era must be supported by the development of emotional intelligence as well as balanced mastery of technology. Teachers with adequate emotional intelligence and digital competence tend to be more capable in designing, implementing, and evaluating effective, student-centered learning.

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