INDONESIA :
Perkembangan dunia pendidikan di era digital menuntut guru memiliki kompetensi profesional yang adaptif terhadap perubahan teknologi dan karakteristik peserta didik abad ke-21. Di Kecamatan Mentok, Kabupaten Bangka Barat, mayoritas guru sekolah dasar berasal dari generasi milenial dan generasi Z yang memiliki karakteristik berbeda dalam melaksanakan perannya sebagai pendidik profesional. Meskipun keduanya dikenal akrab dengan teknologi, implementasi kompetensi profesional di kelas masih menunjukkan variasi yang menarik untuk dikaji. Berdasarkan fenomena tersebut, penelitian ini bertujuan menganalisis kompetensi profesional guru sekolah dasar generasi milenial dan generasi Z di Kecamatan Mentok, dengan menelaah perbedaan karakteristik, pola implementasi, serta kontribusi keduanya terhadap peningkatan kualitas pembelajaran.

Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian lapangan (field research). Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi di tiga sekolah dasar negeri, yaitu SDN 3 Mentok, SDN 8 Mentok, dan SDN 13 Mentok, yang melibatkan 27 informan (14 guru milenial dan 13 guru generasi Z). Analisis data dilakukan melalui tahapan reduksi, penyajian data, dan penarikan kesimpulan dengan validasi melalui triangulasi sumber dan teknik.

Hasil penelitian menunjukkan bahwa guru milenial unggul dalam perencanaan pembelajaran yang sistematis, konsistensi evaluasi, serta refleksi terhadap praktik mengajar. Mereka menunjukkan stabilitas emosional dan ketertiban dalam manajemen kelas. Sementara itu, guru generasi Z menonjol dalam penguasaan teknologi, kreativitas, dan inovasi pembelajaran digital melalui aplikasi seperti Canva, Kahoot, dan Quizizz. Meskipun demikian, mereka masih menghadapi tantangan dalam pengendalian kelas dan kedewasaan profesional. Kesimpulan dari penelitian ini, kompetensi profesional kedua generasi bersifat saling melengkapi. Kolaborasi antara guru milenial yang reflektif dan guru generasi Z yang inovatif dapat menciptakan pembelajaran yang lebih efektif, adaptif, dan kontekstual dengan kebutuhan siswa generasi digital.

ENGLISH:
The development of education in the digital era requires teachers to possess professional competencies that are adaptive to technological changes and the characteristics of 21st-century learners. In Mentok District, West Bangka Regency, most elementary school teachers come from the millennial and Generation Z cohorts, each exhibiting distinct characteristics in performing their roles as professional educators. Although both generations are known for their familiarity with technology, the implementation of professional competence in classroom practice still varies and is therefore interesting to examine. Based on this phenomenon, this study aims to analyze the professional competence of millennial and Generation Z elementary school teachers in Mentok District by exploring their characteristic differences, implementation patterns, and contributions to improving the quality of learning.

This research employed a descriptive qualitative approach using field research methods. Data were collected through observation, in-depth interviews, and documentation across three public elementary schools SDN 3 Mentok, SDN 8 Mentok, and SDN 13 Mentok involving 27 informants (14 millennial teachers and 13 Generation Z teachers). Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing, with validation through source and technique triangulation.

The results reveal that millennial teachers excel in systematic lesson planning, consistent evaluation, and reflective teaching practices. They demonstrate emotional stability and effective classroom management. Meanwhile, Generation Z teachers stand out in their mastery of technology, creativity, and digital learning innovations using platforms such as Canva, Kahoot, and Quizizz. However, they still face challenges in classroom control and professional maturity. The study concludes that the professional competencies of both generations are complementary. Collaboration between reflective millennial teachers and innovative Generation Z teachers can foster more effective, adaptive, and contextually relevant learning for digital-age students.