<![CDATA[This study was motivated by the competency gap among teachers at the Andaleh 01 Public Elementary School (UPTD). A total of 80% of the teachers are senior educators over the age of 50 who excel in subject matter mastery and classroom management but remain weak in the use of information technology and the application of modern teaching methods. This situation has impacted student learning outcomes, with 70.4% of students failing to meet the minimum competency standard (KKM). This study aims to analyze teachers’ professional and pedagogical competencies, strategies for improvement, constraints and solutions, as well as the impact on student learning outcomes. The study employs a descriptive qualitative approach through observation, interviews with 15 informants, and documentation. Data analysis utilized the Miles and Huberman model, validated through triangulation and member checking. The results indicate complementary competencies between senior and junior teachers. The primary strategy involves peer learning, where junior teachers assist senior teachers in utilizing ICT, while senior teachers guide junior teachers in mastering subject matter and managing the classroom. The principal reinforced these strategies through supervision and motivation. Challenges were overcome through free online training, the optimization of the KKG (Teacher Working Group), and the use of personal devices. These strategies improved students’ learning outcomes, enthusiasm, willingness to ask questions, presentation skills, as well as their affective and psychomotor aspects. Thus, peer learning is an effective and efficient strategy for improving both teachers’ competencies and students’ learning outcomes.]]>
Copyrights © 2026
