Year: 2026 | Month: June | Volume: 13 | Issue: 6 | Pages: 29-36
DOI: https://doi.org/10.52403/ijrr.20260604
Analysis of the Effectiveness of Teachers’ Competencies on the Meaning of Teachers for Grade X Students at SMA Negeri 1 Cilacap
Kusma Setyaningrum1, Hamdan Tri Atmaja2
1,2Master Program of Social Studies Education, Faculty of Social and Political Sciences. Universitas Negeri Semarang, Central Java, Indonesia
Corresponding Author: Kusma Setyaningrum
ABSTRACT
This study aims to analyze the implementation of teacher competencies in social studies learning, examine the role of the school environment in supporting teacher competencies, and identify how Grade X students interpret the role of teachers at SMA Negeri 1 Cilacap. This research employed a qualitative descriptive approach using Symbolic Interactionism Theory by Herbert Blumer and Habitus Theory by Pierre Bourdieu as the theoretical framework. Data were collected through interviews, observations, and documentation involving students, social studies teachers, the principal, and the vice principal for curriculum affairs. The findings reveal that teachers have implemented pedagogical, professional, social, and personality competencies in the learning process, although several aspects still require improvement, particularly in the use of interactive learning methods and educational technology. The school environment significantly supports teacher competency implementation through academic culture, facilities, and social interactions within the school. Students interpret teachers not only as providers of academic material but also as motivators, mentors, role models, and facilitators in the learning process. Positive interactions between teachers and students contribute to meaningful learning experiences and increased student motivation in social studies learning. The study concludes that teacher competencies significantly influence students’ perceptions of teachers and the quality of learning interactions in the classroom.
Keywords: teacher competence, social studies learning, symbolic interactionism, habitus, student perception, school environment
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