<![CDATA[This study aims to describe the level of teachers' pedagogical competence in developing Lesson Plans (RPP) at MI Al-Hidayah. The primary issue driving this research is the tendency of teachers to prepare RPP merely for administrative compliance without a deep understanding of pedagogical principles. The methodology employed is quantitative descriptive using a survey method with online questionnaires (Google Form). The research sample consists of 15 teachers selected through exhaustive sampling. The research instrument was validated, resulting in 29 valid items with very high reliability (Cronbach’s Alpha 0.966). The results indicate that the pedagogical competence of teachers at MI Al-Hidayah in developing RPP falls into the "Fair" category, with an average achievement level of 70%. Although teachers demonstrate a good basic understanding of administrative aspects and student characteristics, significant weaknesses were found in applying modern learning theories, integrating Information and Communication Technology (ICT), and developing varied and objective assessment instruments. As a follow-up, academic supervision programs, contextual RPP development training, and the strengthening of the School Learning Community (KBS) are required to enhance teacher professionalism]]>
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