The era of the industrial revolution 4.0 emphasizes the importance of the digital literacy elaboration that links the full technological and pedagogical capabilities to enhance learning outcomes in all three domains that include knowledge, skills and attitudes. Much is needed of factor analysis and measurement studies that touch on aspects of pedagogy and technology as an indicator analysis of pedagogical competency development models. The method used is a quantitative approach, data analysis technique is done through the Goodness of-Fit criteria. The stages of modeling and analysis of structural equations in the analysis of first and second measurement models are performed with CFA and using SEM as a tool. Data analysis was also carried out to analyze indicators that predominantly influenced learning outcomes. The results of the study concluded that the Technological and Pedagogical Model was a factor and measurement of learning achievements in education.

Pedagogical competence of elementary school teachers in DKI Jakarta province is at medium level. Moreover, they have the lowest ability in recognizing their learners deeply. Apprehensively, Indonesia ranks the highest in violence case at school, which is 84 % with comparison 7 out of 10 learners (Indonesian Child Protection Commission (KPAI) under the International survey of Center for Research on Women (ICRW). In addition, 39.6% of child violence is undertaken by teachers. The phenomena entail the new concept of the pedagogical competence development model, which is rooted in pedagogical knowledge, reflective ability, emotional intelligence, and instructional communication pattern. The questionnaire was administered to 264 elementary school teachers in West Jakarta by employing Structural Equation Modeling (SEM) model. The results showed that the pedagogical competence model could be developed based on pedagogical knowledge, reflective ability, emotional intelligence and instructional communication patterns.

Tujuan penelitian ini adalah untuk mengetahui apakah terdapat pengaruh kepemimpinan guru dan keterampilan manajemen kelas terhadap perilaku belajar siswa kelas IV. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode survey. Penentuan jumlah sampel ditentukan menggunakan rumus Slovin dan diperoleh sampel sebesar 30 responden. Teknik pengumpulan data pada penelitian ini menggunakan angket. Hasil pengujian hipotesis pertama dengan uji parsial (uji t) diperoleh thitung = 5,108 > ttabel = 2,052 dengan signifikansi 0,000 < 0,05 berarti tolak Ho dan terima H1. Berdasarkan data tersebut, berarti variabel kepemimpinan guru berpengaruh secara positif dan signifikan terhadap variabel perilaku belajar. Hasil pengujian hipotesis kedua dengan uji parsial (uji t) diperoleh thitung = 5,114 > ttabel = 2,052 dengan signifikansi 0,000 < 0,05 berarti tolak Ho dan terima H1. Berdasarkan data tersebut berarti variabel manajemen kelas berpenaruh secara positif dan signifikan terhadap variabel perilaku belajar. Hasil pengujian hipotesis ketiga dengan uji simultan (uji F) diperoleh Fhitung = 71,873 > Ftabel = 3,35 dengan signifikansi 0,000 < 0,05 berarti tolak Ho dan terima H1. Berdasarkan data tersebut berarti variabel kepemimpinan guru dan manajemen kelas secara simultan berpengaruh positif dan signifikan terhadap perilaku belajar.

Program Pengabdian kepada Masyarakat di Sekolah SDN Duri Kepa 03 Pagi berfokus pada Pemberdayaan Kompetensi Pedagogik Berbasis Kemampuan Reflektif untuk Peningkatan Kualitas Interaksi Pembelajaran sebagai diseminasi hasil Penelitian Terapan Unggulan Perguruan Tinggi (PTUPT) mengenai Model Pengembangan Kompetensi Pedagogik (Ratnawati Susanto, 2019). Solusi dilakukan dengan 5 tahap,  yaitu: (1)  Tahap Sosialisasi untuk Peningkatan pemahaman dan pengetahuan menngenai Literasi Pedagogik, (2) Tahap Peningkatan Pengetahuan Kompetensi Pedagogik Berbasis Kemampuan Reflektif untuk Peningkatan Kualitas Pembelajaran, (3) Tahap Peningkatan Keterampilan Pemberdayaan Kompetensi Pedagogik Berbasis Kemampuan Reflektif untuk Peningkatan Kualitas Pembelajaran, (4) Pemetaan Kompetensi Pedagogik, Kemampuan Reflektif dan Kualitas Interaksi pembelajaran, dan (5) Pengukuran dan Evaluasi.  Pencapaian hasil pengabdian kepada masyarakat mencapai tingkat efektifitas yang baik sebagai solusi permasalahan mitra, dengan hasil: (1) peningkatan pengetahuan literasi pedagogik sebesar 80%, (2) 100 % guru memiliki kompetensi pedagogik pada klasifikasi baik (27 %) dan cukup (73 %); (3). 100 % guru memiliki kemampuan reflektif pada klasifikasi baik 20 % dan pada klasifikasi cukup 80 % ;  dan (4) 100 % guru Kemampuan pengelolaan kualitas interaksi pembelajaran  dengan klasifikasi baik 39 % dan klasifikasi cukup 61 %.

The effectiveness of the pattern of relationships between teachers and students is possible to develop in the context of teachers' understanding of the characteristics and potential of students. This ability becomes urgent and fundamental for teachers to have and needs to be prepared from the start and become a skill in managing learning interactions or what is called pedagogical competence This has become the focus of attention for solving the crucial situation of the low pedagogical competence of elementary school teachers in DKI Jakarta Province (30.43%) and the occurrence of situations and conditions of violence in schools that place educational institutions in Indonesia in the highest position of violence against children. The focus of fundamental research is directed at the development of a pedagogical competency model that includes the need for a pedagogical knowledge paradigm and reflective abilities for teachers, especially primary school teachers. Analyzes were carried out for the construct of the model formation. The quantitative research approach with the Structural Equation Modeling (SEM) technique is intended to be able to analyze the dominant indicators that constitute the model. Data collection with 26 statements in a questionnaire of 264 elementary school teacher respondents. The results of the study: (1) twenty-six valid indicators as indicators to measure the construct, (2) there is a suitability of the model with the data so that the pedagogical competency model can be developed with the construct of pedagogic knowledge and reflective ability. Research is expected to be a trigger for advanced competency development research models.