The development of the world of education in the era of the Industrial Revolution 4.0 is marked by the development of technological science. This factor triggers educators, researchers and policymakers to compile the concept of education in the era of the Industrial Revolution 4.0 in the form of 21st-century education documents. The characteristics of the world of education in the 21st century can be formulated as follows, (a) there are automatic machines that can replace human work, (b) globalization and massive technological developments, (c) skilled labor, (d) science that is increasingly focused and pursed, (e) the emergence of environmental issues, (f) improvement of the service sector that offers easy, effective and efficient access [1], [2], [3], [4], [5], [6].

Educational institutions must prepare themselves to face the era of the Industrial Revolution 4.0. Several things must be prepared by school institutions, including (1) preparing students to get used to using technology in learning, (2) designing approaches, methods, and learning models and utilizing technology to provide support to students to think critically and creatively (3) hone HOTS skills in the learning process. HOTS (Higher, Order, Thinking, Skills), (4) Design of developing the quality of teacher competence in the era of the Industrial Revolution 4.0 [7], [8], [9], [10], [11].

According to Dewi Surani, at least a teacher must have the qualifications and competencies needed in the era of the Industrial Revolution 4.0. First, Educational Competency, teachers must have educational competence by complaining about internet technology as a basic ability in the millennial era. Second, in Competency Four technological commercialisation, teachers have the competence that students have attitudes and entrepreneurship by complaining about technology on the results of student innovation work. Third, Competency in globalization, teachers must understand that the world is without barriers so that teachers are expected not to stutter in facing cultural issues and have hybrid competence that can solve national problems [12] .

Fourth, Competency in future strategies, teachers must understand that the world is experiencing very rapid changes. teachers must be able to provide predictions with respect to what will happen in the future. Fifth, Counselor competency, understanding students' abilities and providing psychological motivation so as to increase students' enthusiasm for learning. Yusnaini explained that teachers facing the era of the industrial revolution 4.0 must be able to improve and develop their understanding in the field of literacy, teachers who are able to understand information will be able to find analysis and solve educational problems through digital literacy [13] .

Education in the era of the Industrial Revolution 4.0 provides demands for teachers to have abilities in the fields of technology and information. Teachers as the spearhead of education must be able to adapt and increase innovation in the field of technology and information. Teachers who have the ability in the field of technology and information are expected to play a role in improving the quality of the learning process with creative, innovative and fun learning. Improving the quality and competence of teachers is needed in order to design effective and efficient education [14] .

Conditions in the field illustrate that teacher competence in Indonesia must always be improved. The problem of pedagogic competence of teachers in Indonesia includes low teacher competence so it needs to be improved, (b) low teacher motivation in terms of self-development, (c) lack of enthusiasm in scientific discussions, seminars, and workshops (d) lack of ability to write scientific journals, the ability to master technology and information is still minimal. According to Akadum (1999), the low professionalism of teachers can be caused by several factors. The factor that causes low teacher competence is that most teachers do not pursue their profession optimally because teachers have to find additional income, there are no professional teacher standards like developed countries, there are still many teachers who do not comply with teacher professional ethics and there is no strong motivation to improve teacher competence [15] .

Rifma expressed the opinion that there are still problems with teacher pedagogic competence. The problem with teacher competence is that the teacher's ability to compile learning tools is still lacking because teachers compile lesson plans and syllabi in groups and copy files without knowing their respective school backgrounds. The ability of teachers to understand learning strategies and methods is still lacking, so the KBM process runs monotonously and less interesting. Teacher service to students is less than optimal, as an example is that teachers do not want to listen to student opinions and tend to be angry with students who are active and critical [16] .

On the other hand, the use of smartphones has experienced tremendous development. Students have the ability to operate Smartphones in various fields, ranging from seeking knowledge, and making friends through social media, even less productive things can be accessed by students. Meanwhile, the ability of teachers in the internet field is still very lacking, especially teachers who are over 40 years old. Teachers who are actually elderly will find it difficult to use internet access. Therefore, in order to face the era of Industrial Revolution 4.0 education, efforts are needed to improve teacher competence [17] .

Teachers are an important factor in improving the quality of education in the era of the Industrial Revolution 4.0. Improving the quality of education will have a positive impact on the progress of the Indonesian nation and state. In order to improve education in Indonesia, professional teachers are needed. Teacher competence in the era of the Industrial Revolution 4.0. according to the National Educational Technology Standard Framework (NETS). The core standards that should be owned by teachers in the 21st century or the era of the Industrial Revolution 4.0 are: (a) teachers are able to provide fascilities and are able to inspire and provide creativity in teaching by integrating digital technology, (b) teachers as educators must be able to design and develop learning based on technology and information, (c) teachers must be able to set an example as responsible digital citizens, (d) The teacher must be continuous to develop his professional abilities [18] .

The competence that must be developed by the teacher is Pedagogic competence. Pedagogic competence is the ability and skill of teachers to manage learning and interacting with students, both from various aspects such as moral, emotional, and intellectual. This implies that teachers are expected to have the ability to master learning theories and learning principles, because students have different characters, traits, and interests. With regard to curriculum implementation, a teacher must be able to develop a curriculum at the level of each educational unit and adapted to local needs [19] .

Educational institutions must prepare strategies in order to improve teacher competence in the era of Education 4.0. Strategies that can be carried out by educational institutions include: (a) improving the ability of educators by participating in relevant training activities, for example by attending seminars, webinars, and workshops, (b) providing technology training for educators so that they become creative and innovative individuals open to new thoughts, such as graphic design training, learning videos, (c) providing career coaching and creating a good working atmosphere, (d) conducting academic supervision regularly, (e) Teachers follow the KKG and MGMP programs to improve teacher competence, deliberation, motivation, and exchange creative and innovative ideas so that learning activities can be carried out effectively and efficiently, (f) provide understanding through the use of technology in learning, for example the use of e-learning and zoom applications, and Google Meet [20] .

Pedagogic competence of teachers is needed in improving the quality of education in the era of the Industrial revolution 4.0. The government has made great efforts in compiling teacher competency standards as an indicator of teachers in carrying out their obligations. Teacher pedagogic competency standards have been regulated in Permendigbud No. 16 of 2007. According to E.Mulyasa, pedagogic competence is the teacher's ability to manage student learning. Pedagogic competencies include understanding educational insights, understanding students, curriculum/syllabus development, learning design, learning implementation, technology utilization, evaluation of learning outcomes, development of students in developing their potential. Rifma said that pedagogic competence is a competence related to educational principles, educational objectives, educational materials and infrastructure, and teaching methods and all forms of relationships (educative interactions) between educators and students in order to provide provisions towards a positive direction, becoming a mature and independent person [21] .

In order to face the era of industrial revolution education 4.0, teacher competence must be developed. Steps that can be taken in order to develop teacher competence based on the Balitbang Diknas document include the need for revitalization and control mechanisms for teacher training that are specific and focused, and an assessment system that is compiled systematically and periodically in order to determine the effectiveness and impact of teacher training. The government also strives to improve teacher competence through pre-service education, in-service education, upgrading, organizational education, enforcement of codes of ethics, and certification [22] .

Based on the background described above, researchers tried to study about: How is the pedagogical competence of teachers in SMP Muhammadiyah PK Kottabarat and SMP Muhammadiyah Al-Kautsar PK?, What is the school's strategy to improve the pedagogic competence of teachers in the industrial revolution era 4.0 at SMP Muhammadiyah PK Kottabarat and SMP Muhammadiyah Al-Kautsar PK.

This research uses a qualitative research paradigm. The research paradigm was introduced by Thomas Kuhn and reintroduced by Friedrich. The research paradigm is a framework that explains how researchers view the facts of social life and the treatment of researchers towards science or theory. This type of research is qualitative descriptive field research. Descriptive research analysis aims to describe, summarize various social conditions that exist in society that are the object of research in the form of characteristics, characters, traits, sign models, descriptions of certain conditions, situations according to facts in the field. Describe the pedagogical competence of teachers in SMP Muhammadiyah PK Kottabarat and SMP Muhammadiyah Al-Kautsar PK and describe strategies to improve the pedagogic competence of teachers in the era of industrial revolution 4.0 at SMP Muhammadiyah PK Kottabarat and SMP Muhammadiyah Al-Kautsar PK.

This research is qualitative research using Case Study Approach. The case study approach according to crasswel is a type of approach used in order to investigate events or problems that have occurred in the community, then try to collect various information obtained and then provide solutions so that problems can be resolved completely.

This study used two data sources, namely primary data sources and secondary data sources. Primary data is data obtained by a researcher directly from the source. Primary data sources are taken from the interview process and field observations, including through the interview process of principals and teachers related to strategies to increase teacher pedagogic competence in the industrial revolution era 4.0. at SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah Al-Kautsar PK. The secondary data is data obtained by a researcher through second data, for example from people or documents.

Secondary data sources are data obtained from the second source, in the form of documents and research results, including historical documents of the establishment of schools, school profiles, vision, mission, personnel management goals, school programs relevant to the era of industrial revolution education 4.0 SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah Al-Kautsar PK. The object of this research is carried out at SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah Al-Kautsar PK in February -June 2021. The subjects of the research conducted by the author are principals, vice principals and educators at SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah Al-Kautsar PK for the 2020/2021 academic year. The data collection method uses observation methods, interview methods, and documentation methods. The data analysis methods used by researchers are descriptive and deductive. Descriptive analysis method is an analytical method used to obtain data in the form of words, images and behavior written in word form to describe problems that are natural or human engineering. One form of study is educational and learning activities. Data analysis from Miles and Hubbermen starts from data collection, data reduction, data disclosure (data presentation), and conclusions.

SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah Al-Kautsar PK have good pedagogic competence and are in accordance with pedagogic competency standards based on Permendikbud No.16 of 2007. Teachers have utilized technology in the form of computers, laptops, LCD projectors. SMP Muhammadiyah Kottabarat Surakarta has a special application for PK E-Learning schools. Teachers develop the potential of students through extracurriculars, kat classes, OSN, additional National Assessments, and webinars. Teachers also communicate effectively, empathetically, and politely with learners with a culture of smiles, greetings, greetings. Junior high school teachers provide assessments and evaluations through daily assignments, daily tests, midterm assessments and end-ofsemester assessments, religious report cards, BK report cards and provide additional PTS or PAT preparation lessons. Teachers of SMP Muhammadiyah PK Kottabarat utilize the results of assessment and evaluation, remidial programs, enrichment programs. The teacher provides an analysis of PTS and PAS question items in order to measure the level of difficulty of the questions and measure student understanding that will be collected to the Deputy Head Curriculum.

The strategy of increasing pedagogical competence of teachers in the industrial revolution era 4.0 at SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah PK Al-Kautsar Kartasura has been implemented well and in accordance with Law No. 14 of 2005 The strategy of increasing pedagogic competence of teachers in the era of revolution 4.0 at SMP Muhammadiyah PK Kottabarat Surakarta through workshops, seminars and MGMP. Establishment of a special division of IT services in providing facilities for successful learning. Awarding outstanding and dedicated teachers in the form of charters, trophies, allowances and further study education, tahsin, tajweed and tahfidz training for teachers and employees, Islamic studies through teacher studies, PDM and PCM studies. Graphic design training in designing learning media and training on the use of IT-based learning applications. The strategy of increasing pedagogical competence of teachers in the era of revolution 4.0 at SMP Muhammadiyah Al-Kautsar PK through workshops and seminars related to character strengthening, writing HOTS questions and Ice Breaking. Teachers attend MGMP Muhammadiyah and MGMP Private School in Sukoharjo. Teachers follow academic supervision by the principal, PCM, and the Sukoharjo Education Council. Awarding outstanding teachers once a month, training in tahsin, tajweed and tahfidz for teachers and employees, Islamic studies through teacher studies, PDM and PCM studies. Graphic design training in designing learning media and training Utilization of IT-based learning applications in the form of zoom, google classroom, and Edmodo.

The authors would like to express their sincere gratitude to the principals, teachers, and staff of SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah Al-Kautsar PK for their valuable cooperation and support during this study. Special thanks are extended to the education departments and training facilitators who contributed to the successful implementation of teacher competency improvement programs. The constructive feedback from peer reviewers and colleagues has greatly enhanced the quality

All authors contributed equally to the main contributor to this paper, some are as chairman, member, financier, article translator, and final editor. All authors read and approved the final paper.

All authors declare no conflict of interest.