<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>

Purpose: Student attitudes toward cultural values are needed in 21st century learning. Research with a focus on improving student attitudes towards cultural values using inquiry-based approaches. Therefore, this quasi-experimental quantitative research aims to improve student attitudes to the cultural values of elementary school teacher education students with an inquiry model assisted by the ethnoconstructivism module. Methodology: uses a quantitative design of quasi-experimental pretest-posttest non-equivalent control group design. Where the number of all samples from this study were 86 elementary school teacher education students taken by purposive sampling technique. The experimental group (n = 43) was taught with the inquiry learning model assisted by the ethnoconstructivism module, while the control group (n = 43) was taught using traditional teaching modul. The data were then analyzed using the SPSS 21 application to find descriptive statistics and inferential static. Findings: There was a significant difference in the attitude of students between the control class and the experimental class. It was found that using ethnoconstructivism inquiry models obtained differences with t-test values 18,473 on student attitudes. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on student attitudes towards cultural values compared to conventional groups

Education is a processor effort carried out by someone to gain knowledge, skills, and habits in life. Today education in Indonesia is much influenced by globalization and the development of technology, information, and communication (ICT). ICT has become one of the aspects that is very much considered in the world of education from now on. The use of ICT in planning, process, and evaluation of learning is a very lively discussion discussed by Indonesian education practitioners. The teacher must be able to process the development of ICT in a positive direction so that students do not forget their original culture as the Indonesian nation. many things teachers can do by using Tats in the learning process. Teachers can find more educational references, teachers can use ICT as a learning medium. By using e-learning, students will become more motivated in learning. One form of e-learning based learning is to use a 3D page flip book application. The e-book is an innovative book that is designed to produce printed books because it produces products in the form of soft and economical distribution files. The ethnic-constructivistic module developed here will use a professional 3D page flip. In this research, we will see how the implementation of e-learning-based learning, ethnoconstuctivist multimedia with module uses a 3D page flip book. In addition, in this study, it will also be seen how students' responses and motivation after learning using the 3D page flip book application.

Etnososial is learning that integrates culture and local wisdom into social learning. Indonesia is very rich with a variety of cultures and local wisdom. These cultural values and local wisdom must be used by the teacher as a material and source of learning. So from that, the purpose of this study is to know the ethnosocial knowledge of elementary school teachers and the obstacles in applying it. This research uses quantitative design with survey research design. This study used 30 teachers as respondents. The instruments used were questionnaires and interviews. The results of this study are about the knowledge of ethno-social elementary school teachers in Indonesia in good condition. It is known that the ethno-social knowledge of teachers in Bajubang District is 6.7% included in the very bad category. While 30.0% are in a bad category, 43.3% are in a good category and 20.0% are in the very good category. The teacher applies ethno-social knowledge through various methods, learning strategies, using simple learning media and using the environment as a learning resource. While the obstacles faced by teachers are the ability of different students, media and learning resources that are lacking, lack of knowledge and experience of ethno-social teachers.

Purpose of Study: The aim of this study was to determine the mathematics competencies and pedagogical competencies of prospective teachers and to determine the effect of mathematical competencies on pedagogical prospective teacher competencies in Elementary School Teacher Education. Methodology: Quantitative research on this type of survey uses a sample of 540 prospective teachers. Findings and Results: The results of this study were that prospective teachers mathematics competencies tended to be predominantly or less dominant with a percentage of men of 34.5% and 34.4% of women and pre-service pedagogic competencies in primary school education study programs classified as tend to be more or less dominant with the percentage of men 36.8% and women 33.3%, and there is an influence between mathematical competencies on pedagogic competence of prospective teachers in Primary School Teacher Education at Jambi University. Implication/Application : Research conducted by researchers is useful to provide input and motivation to prospective elementary school teachers regarding the improvement of the competence of an elementary school teacher candidate teacher to implement his pedagogic science in elementary school.