EXPLORE THE NEEDS OF COMPETENCY DEVELOPMENT MODEL FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS BASED ON KNOWLEDGE MANAGEMENT SYSTEM IN INDONESIA

Background: This research aims to analyze gaps and potential needs for competency development models for prospective elementary school teachers. The research subjects were 180 prospective teachers spread across the Padang, Makassar, and DKI Jakarta areas. Data was collected through questionnaires, interviews, and Focus Group Discussions (FGD), which were then analyzed based on the priority order of needs. The results of the research show that there is a real gap in the competency of primary school teacher candidates, the largest is in mission/purpose competency with a score of 2.6 out of an ideal score of 5, the average competency gap is in continuous learning competency with a score of 3.3 out of an ideal score of 5, and the smallest gap is in building positive relationships with a score of 4.17 from the ideal score of 5. Based on the results of the gap analysis, a competency development model for prospective elementary school teachers is needed by the priority gap sequence. This model is an integrated knowledge system containing ten prospective teacher competencies which will be a provision in strengthening four teacher competencies, namely pedagogic competency, personality competency, social competency, and professional competency. Thus, this model can be recommended for prospective teachers in Indonesia to improve the competency of prospective elementary school teachers before entering the real world of work.

Por lo tanto, este modelo puede recomendarse a los futuros docentes en Indonesia para mejorar la competencia de los futuros docentes de escuela primaria antes de ingresar al mundo laboral real.

INTRODUCTION
The teacher is a figure who plays a very important role in providing knowledge to students so teachers or educators are one of the determinants of achieving national education goals.In essence, the existence of teachers cannot be replaced by anyone or anything, even with advanced technology.Therefore, teachers must have competencies and qualifications that are by established regulations.The teacher is a person who plays an important role in designing the learning strategies that will be carried out.The success of the learning process depends on the teacher's performance in teaching and teaching activities can be carried out well and correctly by someone who has gone through certain education which is designed to prepare them as a teacher (Fahrurrozi et al., 2020;Hasanah, Marini, Sumantri, et al., 2021) Teacher competency is the ability that teachers must have as a form of fulfilling quality standards that must be met including pedagogical competency, personality competency, social competency, and professional competency obtained through professional education (Damayanti et al., 2017) (Sudirman, 2019).These four competencies are competency standards that must be met by teachers.Pedagogical competence, personal competence, social competence, and professional competence are an inseparable unit because being a teacher not only provides knowledge but also instills character values in students.Among these four competencies, they 7 can be obtained through educational pathways, professional pathways, training, and teaching experience (Farooq & Benade, 2019) In this case, teachers play a very important role in implementing the wheels of education.
This means that teachers play a very important role in creating a successful and superior generation, creating future generations who have qualities both intellectually and morally so that they can be successful and continue the leadership of the nation in the future.The teacher's job is very big and has a big responsibility too.It is not limited to just providing material but has the responsibility to be able to teach, educate, and also train each student so that they can become individuals of high quality both intellectually and morally.Research (Sinagatullin, 2019) states that teaching staff is the leading element that determines the progress of a nation.
Competent teaching staff guarantees improvements in the quality of human resources in a country, so it is not an exaggeration to say that teachers must have extraordinary competence.
The teacher's job is very big and has a big responsibility too.It is not limited to just providing material but has the responsibility to be able to teach, educate, and also train each student so that they can become individuals of high quality both intellectually and morally.
Research (Sinagatullin, 2019) states that teaching staff is the leading element that determines the progress of a nation.Competent teaching staff guarantees improvements in the quality of human resources in a country, so it is not an exaggeration to say that teachers must have extraordinary competence.
To produce teachers according to the nation's future expectations, coaching and preparing future teacher candidates is very important.As stated (Bhakti & Maryani, 2017)  Teacher competency can be interpreted as the unity of knowledge, skills, and attitudes displayed in the form of intelligent and responsible behavior that a teacher has in carrying out his profession.A teacher is required to have competence or ability in the knowledge he has, the ability to master subjects, and the ability to interact socially both with fellow students and with fellow teachers and school principals, even with the wider community.Teacher competency is a set of mastery of abilities that must exist in teachers to realize their performance appropriately and effectively.Because a teacher is not only skilled in teaching, of course, he must also have a good personality and be able to make social adjustments in society.Competency is the main component of professional standards in addition to the code of ethics as a regulation of professional behavior stipulated in certain procedures and supervision systems.Competency is not an endpoint of an effort but rather a process that develops and learns throughout life (lifelong learning process) (Şahin & Han, 2020) (Sinagatullin, 2019).Teacher competency is a combination of personal, scientific, technological, social, and spiritual abilities that significantly form teacher competency standards, which include mastery of the material, understanding of student's educational learning, personal development, and professionalism.
Mastery of material includes understanding the characteristics and substance of learning material source science, understanding the relevant scientific discipline in a broader context, using the methodology of the relevant science to verify and solidify understanding of the concepts being studied, adapting the substance to curricular demands and space, as well as The aspect of building positive working relationships, emphasizes the process of developing and using collaborative relationships to facilitate the achievement of work goals as a teacher.Here a proactive attitude is needed to try to build effective working relationships with other parties who can facilitate work goals as a teacher (Carr et al., 2021;Hoskins et al., 2012).
Coaching means being involved and committed to the process of developing specific behaviors, skills, or knowledge that students need, as well as ensuring the emergence of positive attitudes from students that will help and support them to be successful in the future.Prospective teachers should be able to explain the purpose and importance of the learning process; explain and clarify the need for improvements or necessary preparations for new opportunities; explain the impact of learning on students; and provide specific examples (Chung, 2023;Olson et al., 2016;Peterson-Ahmad et al., 2018).In the aspect of compelling communication, prospective teachers are expected to be able to convey information and ideas clearly and concisely to individuals and groups; and communicate in a focused and engaging manner to maintain the attention of others (Ahmed et al., 2018).Here, teachers must be trained in conveying messages logically, simply, concisely, and at the right tempo; not deviate from the subject; master the content of the message conveyed.
The continuous learning aspect means being aware of areas of strength and areas that need improvement as a teacher; and actively finding effective ways to continue to develop and improve themselves through a continuous learning process.10 and understand problems and opportunities in work, by collecting, analyzing, and interpreting quantitative and qualitative information; select the best course of action by establishing clear decision criteria, generating and evaluating alternatives, and making timely decisions; take actions that are consistent with the available facts and constraints and optimize the consequences that may arise (Bryer & Beamish, 2019;Dalal et al., 2017).Teachers need to be able to recognize problems and opportunities and determine the necessary actions.In the aspect of ethical maturity, means one's capacity as a teacher who shows emotional maturity in one's work through openness and honesty, behaving with wisdom and compassion, in harmony between words and actions, and by moral, spiritual, values, professional ethics, and existing policies.
The next aspect is managing work.Able to effectively manage available time and resources to ensure that existing work is completed efficiently (Thomas & Jefferson, 2022).
What this means is that teachers can identify which activities and tasks are more important and which are less important; and adjust priorities if necessary.In the Mission/Purpose aspect, teachers can live out their calling in life as teachers who have a broad positive impact, both on students and the surrounding environment, so that a transformation process occurs that shows positive progress both for themselves, their students, and the surrounding environment.(Olson Stewart et al., 2021).Teachers should have a calling to carry out tasks as teachers that have a positive impact on themselves, their students, and the surrounding environment; and gain satisfaction from the positive impact resulting from teaching assignments.
In the aspect of resilience, as a teacher who continues to strive, focus, and be positive when achieving the goals he wants to achieve, and bounces back when facing failure to achieve his goals.Teachers should be able to act to achieve goals even though there are obstacles or difficulties; actively seek to overcome obstacles by changing strategies, increasing efforts, using more than one approach; and asking for help from the right parties to overcome the obstacles faced (Goodchild et al., 2023;McCormack et al., 2023).In the aspect of valuing differences, teachers should be able to work effectively with students with diverse cultures, interpersonal styles, abilities, motivations, and backgrounds; seek and use the unique abilities, new insights, and ideas of different individuals (Rentenbach et al., 2017) 11 that is, teachers act as facilitators, boosters, motivators, inspirers, and learning engineers for students.This model consists of two phases.
The first phase is the provision of prospective teachers during the lecture period.This is the task of campus institutions to prepare profiles of quality teacher graduates.Furthermore, after prospective teachers have mastered the ten competencies, prospective teachers will be ready to enter the second phase, namely teaching in a real environment.In the world of work, teachers will be given competency development program training again, namely the development of four teacher competencies, namely personality competency, social competency, professional competency, and pedagogical competency.This series of phases will produce prospective teachers who are fit to teach and become excellent teachers in the future.
The conceptual framework for the teacher competency development model includes:

Figure 1
Theoretical Framework Based on the chart above, shows that the tenth aspect of teacher competency needs to be possessed by prospective teachers to support the four main teacher competencies.These ten competencies are an obligation for universities to produce prospective teachers so that they can be instilled from an early age, while the four main competencies are demands in the world of work.In other words, a prospective teacher should master these ten competencies so that he is ready to work in the field.

Building Positive Working Relationships
The results obtained regarding building positive working relationship competencies are presented in Figure 1, showing that the average score for building positive working relationship competencies is 3.00.This proves that in general, the building positive working competency of prospective elementary school teachers in the Makassar, Padang, and DKI Jakarta areas is in the 'Enough' category for indicator 3, indicators in the 'Good' category include indicators 1 and 2, and the poor category for indicator 5 The visualization is as follows:

Coaching
The results obtained regarding coaching competency are presented in Figure 2, showing that the average score for coaching competency is 3.42.This proves that in general, the building of positive working competency of prospective elementary school teachers in the Makassar, Padang, and DKI Jakarta areas is in the 'Enough' category for indicator 1,2,4 and indicators in the 'Good' category, including indicators 3 and 5.Meanwhile, The visualization is as follows: Figure 3

Coaching Competency Map
Description: I: Aligning expectations with students; II: Maintaining student motivation; III: Involve and offer support to students; IV: Obtain commitment from students; V: Make a detailed and specific learning plan

Compelling Communication
The results obtained regarding compelling communication competency are presented in

Continuous Learning
The results obtained regarding continuous learning competencies are presented in

Ethical Maturity
The results obtained regarding ethical maturity competencies are presented in Figure 3, showing that the average score for ethical maturity competencies is 2.77.This proves that in general, the ethical maturity competency of prospective elementary school teachers in the 18

Missions
The results obtained regarding mission competency are presented in Figure 3, showing that the average score for mission competency is 2.6.This proves that in general, the mission competency of prospective elementary school teachers in the Makassar, Padang, and DKI Jakarta areas is in the 'Enough' category.The visualization is as follows: Figure 9

Mission Competency Map
Information: I: Called to serve as a teacher; II: Setting life goals as a teacher that will have a broad positive impact; III: Determination to carry out your life goals as a teacher

Resilience
The results obtained regarding resilience competency show that the average score for resilience competency is 3.5.This proves that in general, the resilience competency of prospective elementary school teachers in the Makassar, Padang, and DKI Jakarta areas is in the 'Enough' category for indicator 2 and indicators in the 'Good' category, including indicators 1 and 3.The visualization is as follows: 19

Valuing Differences
The results obtained regarding valuing differences competence show that the average score for valuing differences competence is 4.2.This proves that in general, the competence of valuing differences of prospective elementary school teachers in the Makassar, Padang, and DKI Jakarta areas is in the 'Enough' category for indicator 3 and indicators in the 'Good' category, including indicators 1 and 2. The visualization is as follows:

Figure 11
Valuing Differences Competency Map Description: I: Using differences as added value; II: Showing respect; III Using differences as added value.
Based on the results of the study of each competency above, it was found that there is a gap in the competency of prospective elementary school teachers in the Padang, Makassar, and DKI Jakarta areas.The visualization is as follows:

Map of Competency Gaps for Primary School Teacher Candidates
Based on the chart above, shows that the highest score is in valuing differences competency, meaning that the majority of prospective teachers in the three regions have high valuing differences competency.The lowest score is in mission competency, which means that the majority of prospective teachers in the three regions do not yet have mission competency.Based on the priority order of development programs above, the biggest gap is in competency mission/purpose with a score of 2.6.Of course, this is a concern for researchers.
Mission competency is very important for prospective elementary school teachers, where a prospective teacher must have a calling to carry out teaching duties.Actively, prospective teachers must renew their teaching methods so that they have a broader and positive impact and provide opportunities for students and the surrounding environment to transform.Apart from that, in mission competency, prospective teachers should be steadfast and have a strong belief in living their life goals as teachers who provide positive progress for themselves, their students, and the surrounding environment even though they face challenges or difficulties in doing so.
Being a teacher is not just a profession but must be a calling to educate children.The goal of becoming a teacher must be embedded in prospective teachers.
Furthermore, the second lowest score is in the ethical maturity competency.This competency must also be possessed by a prospective teacher.Teachers must have the courage to act according to their values, standards, and beliefs when facing pressure; ensure that words and actions are consistent in different situations; and wise in behavior.Teaching is a profession.
The third lowest score is in the competency of building positive relationships.Teachers must be able to build good interpersonal relationships by making other people feel valued, appreciated, and involved in discussions (increasing self-esteem, empathy, involving others, being open, and providing support).In this case, teachers can establish positive relationships with students, parents, fellow teachers, school principals, and the community at school.This is very important to do to maintain harmonious relationships between one another.For example, building positive relationships with students.Student academic and social success can be influenced by positive relationships between teachers and students.This good relationship can strengthen student motivation and participation in class which can improve the quality of learning.
As for the middle category, there is continuous learning competency.In this case, it shows that almost all prospective teachers in the Padang, Makassar, and DKI Jakarta areas already have a continuous learning attitude.The concept of continuous learning can be interpreted as one form of several learning concepts, namely: continuous learning, long life learning, learning to develop life skills, learning to develop the ability to adapt in life, and learning to have maturity in self-development.A prospective teacher must have the motivation to learn continuously and not be satisfied with the knowledge they have.This is because times are always changing so the demands for the development of science and technology will also definitely change.This is where prospective teachers must be able to adapt to changing times and be able to produce innovative and creative work that can contribute to the world of education, especially in elementary schools.
Apart from the three lowest scores, we can also analyze the highest scores produced.
Based on the research results, the smallest gap is in the competency of valuing differences.This shows that prospective teachers in the Padang, Makassar, and DKI Jakarta areas have good differences in valuing competencies.They can be tolerant of existing differences.They can use language and behavior that consistently reflects the dignity of parties; take actions that demonstrate consideration of cultural concerns and expectations; and continually pay attention to his or her usual attitudes and behavior to avoid responses based on stereotypes.
Thus, this model of competency development for prospective teachers needs to be developed.This model is an integrated knowledge system containing ten prospective teacher competencies which will be a provision in strengthening four teacher competencies, namely pedagogic competency, personality competency, social competency, and professional competency.This model can be used as a guide for campuses, especially in providing education for prospective elementary school teachers.

CONCLUSION
Based on the results of the research and discussion, it can be concluded that there are real gaps in all competency indicators for prospective teachers.The biggest gap is in mission/purpose competency with a score of 2.6.Furthermore, the second lowest score is in the ethical maturity competency.This competency must also be possessed by a prospective teacher.The next lowest score is in the competency of building positive working relationships.Apart from the three lowest scores, we can also analyze the highest scores produced.Based on the research results, the smallest gap is in the competency of valuing differences.Based on the results of the gap analysis, priority needs for competency development models for prospective elementary school teachers are urgently needed (Hasanah, Marini, & Maksum, 2021).This model is an integrated knowledge system containing ten prospective teacher competencies which will be a provision in strengthening four teacher competencies, namely pedagogic competency, personality competency, social competency, and professional competency.Thus, this model can be recommended for prospective teachers in Indonesia to improve the competency of prospective elementary school teachers.
in their article entitled (The Role of Universities in Developing the Pedagogical Competence of Prospective Teachers" the quality of human resources is produced by quality education, producing quality education, teachers are the key factor for success.Teachers are the determining factor for the success of providing education.It is known that teachers are products of Teacher Training College Institutions so that Teacher Training College Institutions are institutions that are more responsible for these conditions.This problem needs to be used as evaluation material for Teacher Training Colleges to improve the quality of prospective teachers.Some recommendations for improving the quality of Teacher Training College Institutions are 1) improving the curriculum of Teacher Training College Institutions based on KKNI and SNPT, 2) strengthening effective learning systems, 3) developing learning models based on student center learning, 4) strengthening educational internship programs, 5) strengthening basic educational subjects, and 6) developing the quality of Teacher Training College Institutions.Based on(Syahrial et al., 2020) several recommended efforts to improve Explore the Needs of Competency Development Model for Prospective Elementary School Teachers Based on Knowledge Management System In Indonesia ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-26 | e06206 | 2024.8 the quality of prospective teachers, strengthen effective learning systems, and develop learning models are topics that will be studied further in this research.Therefore, researchers want to develop a competency development model for prospective primary school teachers with an integrated knowledge management system to support the formation of the character profile of Pancasila students in Indonesia.This model is a discourse on developing ten competencies for prospective elementary school teachers which consist of building positive working relationships; coaching; continuous learning; decision making; managing work; ethical maturity; mission/purpose; and resilience; compalling communication; and value difference(Development Dimensions International, 2022).This development model can be used as a basis for forming four main teacher competencies by Minister of National Education Regulation number 16 of 2007.In addition, the impact of realizing this model also supports the government in strengthening teacher competencies in Indonesia.Indirectly, the output of this research can help implement the Strategic Plan of the Ministry of Education and Culture for 2020-2024.Thus, this research deserves to be studied in more depth because it has a contribution and urgency to the progress of education in Indonesia.
Explore the Needs of Competency Development Model for Prospective Elementary School Teachers Based on Knowledge Management System In Indonesia ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-26 | e06206 | 2024.9 understanding learning management.Teacher competency is one of the factors that influence the achievement of learning and education goals in schools, but teacher competency does not stand alone but is influenced by factors such as educational background, teaching experience, and length of time teaching(Dijkman et al., 2017; Kivunja, 2014).This teacher competency development model aims to produce professional teacher candidates who are civilized, knowledgeable, adaptive, creative, innovative, and competitive and contribute to the progress of education in Indonesia.This model has the value of lifelong learners who master the basics of 21st-century skills, namely the ability to collaborate, think critically, be creative, solve problems, and communicate.The competency values that teachers must have include building positive working relationships; coaching; continuous learning; decision making; managing work; ethical maturity; massion/purpose; resilience; compelling communication; and value difference.
conducted in three regions, including Makassar, Padang, and DKI Jakarta.The informants for this research were 180 students (prospective teachers) in the elementary school teacher education study program.Purposive sampling was used to determine the classification of informants, namely seventh-semester elementary school teacher education students.The reason is that in the seventh semester, students have been prepared with all the learning and teaching to become adaptive, innovative, and creative teachers.This period is expected to be closer to preparation for entering the real world of work.This research is part of research and development which adopts the Four-D Models developed by Thiagarajan, et al and consists of 4 (four) stages, namely the definition stage, design stage, development stage, and disseminate stage(Hasanah, Uswatun, Astra, 2023;Hidayat et al., 2019).This stage of research is a definition stage that is carried out through training needs analysis.The results of this training need analysis will then be used as a reference in carrying out the next stages of development research.In this effort, this research began by mapping the competency of prospective elementary school teachers in the sampling area as a basis for analyzing the parts (indicators) of the competency of prospective elementary school teachers that need to be improved through training, analyzing the priority order of training needs, and producing recommendations.an effective form of training to improve the competency of prospective elementary school teachers in Indonesia.Data collection was carried out using survey, interview, and focus group discussion (FGD) methods.The instrument used to map elementary school teacher competencies refers to the ten competencies of prospective elementary school teachers which are operational from the Academic Qualification and Teacher Competency Standards.Respondents are asked to fill out the instrument, and the results of filling in the instrument are used as actual competency scores (KA).The assessment of each elementary school teacher's competency uses a 1-5 Likert scale.The actual value/score is the answer of all respondents to the questionnaire that has been submitted, while the ideal value/score is the maximum score multiplied by the number of respondents.Explore the Needs of Competency Development Model for Prospective Elementary School Teachers Based on Knowledge Management System In Indonesia ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-26 | e06206 | COMPETENCY GAPS FOR PRIMARY SCHOOL TEACHER CANDIDATES There are two main findings obtained from this research, namely the results of the mapping/competency gaps of prospective elementary school teachers and the priority forms of training development models that are considered capable of increasing the competency of prospective elementary school teachers in Indonesia.There were 10 results of Competency Mapping of Primary School Teacher Candidates obtained, namely about Building Positive Working Relationships, Coaching, Compelling Communication, Continuous Learning, Decision Making, Ethical Maturity, Managing Work, Mission/Purpose, Resilience, and Valuing Differences.
Figure 2Building Positive Working Competency Map

Figure 3 ,Figure 4
Figure 3, showing that the average score for compelling communication competency is 3.925.This proves that in general, the compelling communication competence of prospective elementary school teachers in the Makassar, Padang, and DKI Jakarta areas is in the 'Enough' category for indicators 2.4 and indicators in the 'Good' category, including indicators 1 and 3.The visualization is as follows.following:

Figure 3 ,Figure 5 Figure 6
Figure 3, showing that the average score for continuous learning competencies is 3.3.This proves that in general, the continuous learning competency of prospective elementary school teachers in the Makassar, Padang, and DKI Jakarta areas is in the 'Enough' category for indicators 1, and 2 and indicators in the 'Good' category, including indicators 3 and 4. The visualization is as follows following:

Figure 7 Figure 8
Figure 7Ethical maturity competency map

Figure 10
Figure 10Resilience Competency Map

3. 2
PRIORITY NEEDS COMPETENCY DEVELOPMENT MODEL FOR PRIMARY SCHOOL TEACHER CANDIDATES Based on the results of the research above regarding mapping the competency gap for prospective elementary school teachers, the researchers attempted to analyze the potential and needs to overcome the competency gap for prospective elementary school teachers.In this case, the researcher created a priority order for training based on the gaps experienced by all indicators of elementary school teacher competency in the three regions.The visualization is of Competency Development Model for Prospective Elementary School Teachers Based on Knowledge Management System In Indonesia ___________________________________________________________________________ Explore the Needs of Competency Development Model for Prospective Elementary School Teachers Based on Knowledge Management System In Indonesia ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-26 | e06206 | 2024.23 Teachers must have the courage to act by their values, standards, and beliefs when facing pressure; ensure that words and actions are consistent in different situations; wise in behavior.

Table 1
Order of Development Program Priority