INDONESIA:
Perkembangan teknologi Artificial Intelligence (AI) telah membawa perubahan signifikan dalam dunia pendidikan, terutama dalam mendukung efektivitas proses pembelajaran dan peningkatan profesionalisme guru. Di sisi lain, kompetensi pedagogik merupakan kompetensi fundamental yang menentukan keberhasilan guru dalam merancang, melaksanakan, dan mengevaluasi pembelajaran. Namun demikian, pemanfaatan teknologi AI dalam pembelajaran masih belum optimal meskipun sebagian besar guru telah mengenal teknologi tersebut. Oleh karena itu, penelitian ini bertujuan untuk menganalisis pengaruh kompetensi pedagogik terhadap kinerja guru, pengaruh pemanfaatan teknologi AI terhadap kinerja guru, serta pengaruh kompetensi pedagogik dan pemanfaatan teknologi AI secara simultan terhadap kinerja guru di SMP Negeri 3 Pangkalpinang.

Penelitian ini merupakan penelitian lapangan (field research) dengan pendekatan kuantitatif dan metode survei. Pengumpulan data dilakukan melalui penyebaran angket menggunakan skala Likert kepada seluruh guru SMP Negeri 3 Pangkalpinang sebagai responden penelitian. Data yang diperoleh dianalisis menggunakan analisis regresi linear berganda untuk menguji pengaruh variabel independen terhadap variabel dependen. Adapun teknik analisis data meliputi analisis statistik deskriptif, uji validitas, uji reliabilitas, uji asumsi klasik, uji parsial (uji t), uji simultan (uji F), serta analisis koefisien determinasi (R²).

Hasil penelitian menunjukkan bahwa kompetensi pedagogik berpengaruh positif dan signifikan terhadap kinerja guru. Sebaliknya, pemanfaatan teknologi AI tidak berpengaruh signifikan terhadap kinerja guru. Meskipun demikian, secara simultan kompetensi pedagogik dan pemanfaatan teknologi AI terbukti berpengaruh signifikan terhadap kinerja guru di SMP Negeri 3 Pangkalpinang. Temuan ini menunjukkan bahwa penguatan kompetensi pedagogik tetap menjadi faktor utama dalam meningkatkan kinerja guru, sedangkan pemanfaatan teknologi AI memerlukan dukungan faktor-faktor lain seperti kompetensi professional, motivasi kerja, dukungan organisasi, maupun intensitas penggunaan AI dalam proses pembelajaran agar dapat memberikan kontribusi yang optimal terhadap peningkatan kinerja guru.

ENGLISH:
The rapid development of Artificial Intelligence (AI) technology has significantly transformed the educational landscape by enhancing instructional effectiveness and supporting teachers' professional performance. At the same time, pedagogical competence remains a fundamental component of teachers' professionalism, as it determines their ability to design, implement, and evaluate effective learning processes. However, despite teachers' growing familiarity with AI technology, its integration into classroom instruction has not yet been fully optimized. Therefore, this study aims to examine the effect of pedagogical competence on teacher performance, the effect of AI technology utilization on teacher performance, and the simultaneous effect of pedagogical competence and AI technology utilization on teacher performance at SMP Negeri 3 Pangkalpinang.

This study employed a field research design using a quantitative approach and a survey method. Data were collected through a Likert-scale questionnaire administered to all teachers at SMP Negeri 3 Pangkalpinang. The collected data were analyzed using multiple linear regression analysis to determine the effects of the independent variables on the dependent variable. The data analysis techniques included descriptive statistical analysis, validity and reliability tests, classical assumption tests, partial significance tests (t-test), simultaneous significance tests (F-test), and coefficient of determination (R²) analysis.

The findings indicate that pedagogical competence has a positive and statistically significant effect on teacher performance. In contrast, the utilization of AI technology does not have a statistically significant effect on teacher performance. However, pedagogical competence and AI technology utilization, when examined simultaneously, have a statistically significant effect on teacher performance at SMP Negeri 3 Pangkalpinang. These findings suggest that strengthening pedagogical competence remains a key factor in improving teacher performance, whereas the effective contribution of AI technology utilization requires support from other factors, such as professional competence, work motivation, organizational support, and the intensity of AI integration into instructional practices, to optimize its impact on teacher performance.