DESCRIPTION OF BASIC TEACHING SKILLS IN CARRYING OUT THE DUTIES OF ELEMENTARY SCHOOL TEACHERS IN BORDER AREAS

Abstract

This study aims to describe the current conditions of primary school teachers' competencies in Indonesian border areas (Kalimantan) in terms of Pedagogic, Personality, Social, and Professional aspects. The research method uses a qualitative-descriptive approach with literature review and limited field data. The results indicate that despite teachers in border areas normatively meeting formal qualification standards, the implementation and development of these four competencies still face significant constraints. Pedagogic competency is hindered by minimal use of innovative methods and ICT due to infrastructure limitations (Claro et al., 2024; Gangmei & Thomas, 2025). Professional competency is restricted by difficult access to learning resources and continuous self-development (Barnes et al., 2024; Fischer & McLean, 2024). Meanwhile, Social and Personality Competencies demand high adaptation to multicultural environments and geographical communication barriers. Comparatively, the quality of primary school teacher competencies in Indonesian border areas is not optimal and tends to lag behind neighboring countries' education systems, supported by more adequate infrastructure and continuous professional development focus. The main gap is caused by limitations in digital facilities and infrastructure, as well as welfare and incentive issues for teachers in Indonesia's 3T (Frontier, Outermost, Disadvantaged) regions. The emphasis on focused government policy intervention on improving ICT infrastructure and enhancing welfare and special incentives for border teachers is a key prerequisite to improving primary school teacher competencies to achieve professional quality standards.