<![CDATA[Pedagogical competence represents the primary foundation for teachers in planning, implementing, and evaluating student-centered learning. This qualitative descriptive study aims to describe the pedagogical competence of Civic Education (PPKn) teachers in eighth-grade classes at SMP Negeri 6 Samarinda. Data were collected through observations across 4 learning sessions using the validated Teacher Performance Assessment Instrument (APKG), in-depth interviews with 1 main teacher and 6 students, and documentation reviews. APKG results yielded a mean score of 3.85 categorized as "Good", where the planning aspect scored 4.10, implementation 3.80, and evaluation 3.65. Although teaching modules under the Merdeka Curriculum were systematically prepared, classroom implementation was still dominated by conventional lectures, limiting active student participation. Furthermore, learning evaluation heavily prioritized the cognitive domain via written assignments. Strengthening pedagogical competence is recommended through student-centered learning strategies and comprehensive affective-psychomotor assessment development. ABSTRAK Kompetensi pedagogik merupakan fondasi utama guru dalam merencanakan, melaksanakan, dan mengevaluasi pembelajaran yang berpusat pada peserta didik. Penelitian kualitatif deskriptif ini bertujuan untuk mendeskripsikan secara mendalam kompetensi pedagogik guru Pendidikan Pancasila dan Kewarganegaraan (PPKn) kelas VIII di SMP Negeri 6 Samarinda. Data dikumpulkan melalui observasi 4 sesi pembelajaran menggunakan Alat Penilaian Kemampuan Guru (APKG) yang teruji, wawancara mendalam terhadap 1 guru utama dan 6 siswa, serta studi dokumentasi. Hasil penilaian APKG menunjukkan rerata skor 3,85 dengan kategori "Baik", di mana tahap perencanaan meraih skor 4,10, pelaksanaan 3,80, dan evaluasi 3,65. Meskipun guru telah menyusun modul ajar berbasis Kurikulum Merdeka secara sistematis, pelaksanaannya masih didominasi metode ceramah konvensional sehingga partisipasi aktif siswa belum optimal. Evaluasi hasil belajar juga masih berfokus pada ranah kognitif melalui tugas tertulis. Penguatan kompetensi pedagogik disarankan melalui penerapan strategi student-centered learning serta pengembangan instrumen penilaian afektif dan psikomotorik yang komprehensif. ]]>
