KOMPETENSI PEDAGOGIK GURU ADMINISTRASI PERKANTORAN DI SMK MUHAMMADIYAH 3 SINGOSARI

Teacher is known as the most influential component in creating the process and outcome quality education. One of the competencies that must be owned by a teacher is pedagogical competence. With the competency of teachers affects the quality of the implementation of quality learning activities that make students more enthusiastic motivated for the learning process. The purpose of this study is to describe the pedagogical competence of teachers of Office Administration subject at SMK Muhammadiyah 3 Singosari.

The approach of this research is descriptive approach. The target of this research is a certified teacher of Office Administration at SMK Muhammadiyah 3 Singosari. The procedure of this study is the initial observation, the conduct of research, data analysis, conclusion and reporting of data. Technique data collecting is interview, documentation and observation equipped with research instruments that guide the interview, field notes and observation sheet and tool.

The results showed that the pedagogic competence possessed by the Administrative teacher at SMK Muhammadiyah 3 Singosari is already good, it proven that teachers have attempted to apply the indicators contained in the pedagogical competence of teachers include: (1) the teacher has mastered the characteristics of learners well by using a personal approach, pretest, and discussion; (2) teachers have mastered the learning theories and principles of educational learning; (3) related to curriculum development, teachers implement the curriculum in the development of which is in conformity with the applicable curriculum format; (4) during the implementation of educational learning, teacher associate with real life learning context, providing an opportunity for students to interact with other student-related learning; (5) teachers have made use of information and communication technologies in the learning process; (6) to develop the potential of students, many teachers conducting discussions and practicum groups or individuals; (7) the way teachers communicate with learners in the learning process is very good, the teacher uses a good Indonesian and raw, polite and easy to understand; (8) the assessment and evaluation of processes and learning outcomes are based on cognitive, psychomotor, and cognitive aspects; (9) In relation to the utilization of the results of the assessment and evaluation for the sake of learning, teachers use to see the students' progress and remedial / enrichment; and (10) teachers simply engaged in reflective action in one month at the beginning of the semester with the aim of improving the quality of learning.