IMPACT OF WORK MOTIVATION AND PEDAGOGIC COMPETENCY ON THE PERFORMANCE OF TEACHERS’ KINDERGARTEN IN BANDAR SRIBHAWONO, EAST LAMPUNG REGENCY

. The object of this research is a kindergarten teacher in Bandar Sribhawono District, East Lampung Regency. The problem in this study is that the performance of Kindergarten teachers in Bandar Sribhawono Sub-district is less than optimal due to the lack of compensation received by the teacher so that it interferes with the work motivation of teachers in teaching and problems in the form of lack of mastery of teaching materials and the lack of teacher ability in managing teaching and learning programs indicate the quality of kindergarten teacher performance is lacking. optimal. The purpose of this study was to determine the impact of work motivation and pedagogic competence on the performance of kindergarten teachers in Bandar Sribhawono District, East Lampung Regency. The type of this research is quantitative descriptive using population technique from all kindergarten teachers in Bandar Sribhawono District, East Lampung Regency as many as 69 teachers. The results of testing the hypothesis of the effect of work motivation (X1) on performance (Y) partially show that the t value of the work motivation variable is 4.500 with a constant of 3.052 in t table with 69 db and a significant level of 0.05 obtained 1.679 because t count > t table then Ha is accepted, meaning that work motivation has a positive effect on the performance of kindergarten teachers in Bandar Sribhawono District, East Lampung Regency. teacher pedagogic competence while the remaining 76.9% is explained by other variables outside of this research variable. Testing the hypothesis of the effect of pedagogic competence on performance partially shows that the t value of the teacher pedagogical competence variable is 3,596 with a constant of 3.467 at t table with 69 db and a significant level of 0.05 obtained 1.679 because t count > t table then Ha is accepted, meaning that pedagogical competence has an effect positive on the performance of kindergarten teachers in Bandar Sribhawono District, East Lampung Regency. Hypothesis testing simultaneously variable work motivation and variable pedagogic competence have a positive effect simultaneously (simultaneously) on performance. This can be seen from the calculated F value of 9936 which is greater than the f table of 3.204 The significance value of 0.000 which is smaller than 0.05 indicates that together work motivation and pedagogical competence have a positive and significant effect on the performance of Kindergarten teachers in Bandar Sribhawono District, District East Lampung.


INTRODUCTION
Improving the quality of education is a major factor that determines the success of nation building.The quality of education means that education graduates have appropriate abilities, so that they can make a high contribution to development.Because the position of teacher is a professional job, teacher competence is needed in the teaching and learning process (Segantara, Yudana, & Sunu, 2018).Teacher ability is very important in the learning process and learning outcomes of students.The learning process and learning outcomes of students are not only determined by the school and curriculum content, but are largely determined by the competence of the teachers who teach and guide them (Supriyono, 2017).

Law of the
The ability of a teacher will affect a teacher's work performance.Thus, teachers are required to have the ability or competence so

THEORETICAL BASIS Work Motivation
Motivation comes from the Latin word "Movere" which means drive or driving force.
Motivation comes from the root word motive which means the drive on human nature to act or move and directly through behavioral channels leads to an agreed goal in the organization or organization (Hartanti & Yuniarsih, 2018).
Motivation in management is shown in human resources in general and subordinates in particular.Motivation questions how to direct the power and potential of subordinates, so that they want to work together productively to achieve and realize predetermined goals.The importance of motivation because it causes, channels, and supports human behavior, so that workers are willing to work hard and enthusiastically achieve optimal results in a job.
Motivation is increasingly important because managers distribute work to their subordinates to be done well and integrated with the desired goals.
According to (Putra & Negara, 2021) motivation is the driving force that causes a member of the organization to be willing and willing to exert abilities in the form of expertise and skills, energy and time to carry out various activities that are his responsibility and fulfill his obligations, in order to achieve goals and various predetermined organizational goals.

Pedagogic Competence of Teachers
Competence is experience and understanding of facts and concepts, increasing expertise, as well as teaching behavior and attitudes according to (Salmawati et al., 2017)

RESEARCH METHODS
The

RESEARCH RESULTS AND DISCUSSION
In this study, 69 respondents were taken with the following respondent characteristics: graduates, it was found that as much as 55% were undergraduate graduates and the rest were high school graduates.

CONCLUSION AND IMPLICATION
Based on the results of the study, the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers article 10 explanation paragraph 1 stated pedagogic competence is the ability to manage student learning.The Ministry of National Education 2004 called this competency the competence of learning management.Teachers must have pedagogic competence in teaching.Because teachers have an important role in the teaching and learning process and determine in improving the quality of educators (Rahmayanti, Haryati, Miyono, & Safitri, 2021).Understanding pedagogic competence itself is the competence to master materials, manage teaching and learning programs, manage classes, use media / resources, master students for regulatory interests, recognize the functions and services of guidance and counseling, organize school administration, recognize the principles and results of research for teacher purposes.In terms of the learning process, pedagogic competence is the teacher's ability to manage student learning(Rachmawati & Kaluge, 2020).
type of research used by researchers is quantitative descriptive.Quantitative descriptive research does not provide treatment, manipulation, or change on independent variables, but in descriptive research describes a condition as it is.This study will describe or describe the impact of work motivation and pedagogic competence on teacher performance in kindergartens in Bandar Sribhawono subdistrict, East Lampung Regency.The data obtained using figures will then be analyzed how much the teacher performs in implementing pedagogic competence and work motivation in kindergartens in Bandar Sribhawono District, East Lampung Regency.The object of research in this proposal is Kindergarten in East Lampung District.This research will be conducted in July 2021.The population in this study was all 69 kindergarten teachers in East Lampung District.If the subject is less than 100 people then all samples are taken, if more than 100 then 10-15% or 20-25% are taken depending on the researcher in terms of time, energy and funds, narrow area of observation of each subject, because this involves a lot of little funds, the size of the risk borne by the researcher, to research the big risk, the sample taken will be good.Work Motivation (X1) independent variables in this study are measured through the following indicators 1) Physiological needs; 2) The need for a sense of security; 3) Social needs; 4) The need for rewards; 5) The need for embodiment or self-actualization.Pedagogic competence (X2) independent variables in this study are measured through the following indicators 1) Understand learners in depth;2) Designing learning; 3) Carry out learning; 4) Design and implement learning evaluations; and 5) Developing students to actualize their various potentials.The performance of (Y) dependent variables in this study was measured through the following indicators 1) Ability to draw up lesson plans; 2) Ability to carry out learning; 3) Ability to carry out assessment of learning outcomes; 4) Ability to implement enrichment programs; 5) Ability to performremedial programs.The formula used to measure is a simple linear regression equation and multiple linear regression.

Figure 1 .
Figure 1.Respondent data Based on education level Based on the picture 1 above, based on the characteristics of respondents based on following conclusions were obtained 1) Wwork motivation has a positive effect on the performance of kindergarten teachers in Bandar Sribhawono District, East Lampung Regency; 2) Pedagogic competence has a positive effect on the performance of kindergarten teachers in Bandar Sribhawono District, East Lampung Regency; and 3) A significance value of 0.000 that is smaller than 0.05 shows that together work motivation and pedagogic competence have a positive and significant effect on the performance of kindergarten teachers in Bandar Sribhawono District, East Lampung Regency.The coefficient value of termination of work motivation and pedaogogic competence on teacher performance was 0.258, meaning that the contribution of the influence of work motivation on teacher performance was 25.8%, while the remaining 74.2% was influenced by other variables that were not studied in this study.. Based on the teacher's response to the questionnaire, the following implications can be conveyed 1) The results of the work motivation variable questionnaire, for the statement with the lowest response were "You work to meet the needs of clothing, food and shelter."Foundation managers or principals should provide incentives in accordance with the basic needs of teachers because the fulfillment of teacher basics in triggering increased teacher work motivation; 2) The results of the pedagogic competence variable questionnaire, for the lowest response statement is Carry out learning according to the curriculum.Teachers should provide learning in schools in accordance with the curriculum set by the government; and 3) The results of the performance variable questionnaire, for the statement with the lowest response is the ability to carry out an assessment of learning outcomes.Teachers in organizational units should have abilities, knowledge and skills that are appropriate to the needs of teaching in kindergarten.

Saburai-IJSSD : INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND DEVELOPMENT
(Yusuf & Suci, 2018)The role of teachers is very decisive in efforts to improve the quality of formal education.For this reason, teachers as learning agents are required to be able to organize the learning process as well as possible, within the framework of educational development(Yusuf & Suci, 2018).competence."Competency or competency is the ability to carry out a task / job based on knowledge, skills and attitudes in accordance with the required performance".Teacher competence is the ability and authority of a teacher in carrying out his obligations responsibly related to his teaching profession".

Table . 1
. Partial Test of the Effect of Work Motivation on Performance Partial Test of the Effect of Pedagogic Competence on Performance The value of t calculate the variable of work motivation which is 4.788 with a constant of 5.018 in t table with db 69 and a significant level of 0.05 obtained 1.663 because t calculate > t table then Ha is accepted.The significance of the work motivation variable in the table is 0.00 which means the probability of 0.00<0.05then Ha is accepted.This means that work