<![CDATA[This study aimed to analyze the relationship between teachers' pedagogical readiness and students' geometry mastery in facing academic ability tests, as well as to develop a conceptual model explaining the link between these two variables. The research employed a quantitative approach with a correlational design. The sample consisted of 77 junior high school mathematics teachers and 89 ninth-grade students in Pontianak City, selected through non-probability sampling (convenience/voluntary) via MGMP distribution. The research instruments included a pedagogical readiness questionnaire developed based on the Mathematical Knowledge for Teaching framework and a geometry mastery test based on Academic Ability Test simulations. Data were analyzed using descriptive and inferential statistics with Pearson correlation tests. The results showed that teachers' pedagogical readiness was at a moderate level, with Specialized Content Knowledge being the lowest domain. Meanwhile, students' geometry mastery was also at a moderate level, with a significant gap between conceptual understanding (46.2) and problem-solving ability (20.0). The Pearson correlation test revealed no significant relationship between teachers' pedagogical readiness and students' geometry mastery (r = -0.151, p = 0.190), with a coefficient of determination of only 2.3%. These findings challenge the basic assumption of the MKT framework regarding the direct relationship between teachers' pedagogical knowledge and student learning outcomes. This study proposed an alternative conceptual model suggesting three potential mediation pathways: pedagogical orchestration capacity, approximation of practice, and digital and technological literacy. The implications of this study confirm that improving teachers' pedagogical competence alone is insufficient without equal attention to contextual variables such as HOTS teaching materials and teachers' digital literacy.]]>
