KOMPETENSI KEPRIBADIAN GURU DALAM MENDUKUNG PROFESIONALISME DAN KUALITAS PEMBELAJARAN MATEMATIKA

Abstract

Mathematics learning requires more than mastery of formulas and procedures; it also demands conceptual understanding, reasoning ability, and students' positive attitudes toward mathematics, all of which are strongly influenced by the teacher's role. This study aims to analyze how teachers' personality competence supports professionalism in mathematics learning and contributes to learning quality and student development. This study employed a literature review method on 13 articles, analyzed descriptively-thematically and grouped into five themes: personality competence as the foundation of professionalism, teacher-student relationships and self-efficacy, mathematics learning quality and numeracy literacy, ethics and exemplary conduct, and professional development strategies. The findings show that personality competence, reflected in discipline, patience, empathy, integrity, and responsibility, serves as the foundation that guides the application of pedagogical, professional, and social competencies. This competence plays a key role in building positive teacher-student relationships, strengthening students' motivation and self-efficacy, and supporting the use of varied learning models and constructive feedback. In conclusion, personality competence cannot be separated from efforts to improve professionalism and mathematics learning quality, and thus should be cultivated during university education to prepare prospective mathematics teachers through sustainable professional development.