Dinamika Kepribadian Guru: Studi Komparatif antara Generasi Pendidik EraPra-Digital dan Era Digital

Abstract

Teachers are a central component of education whose personality competence di rectly influences the quality of learning. The digital transformation since the late 20th century has given rise to two groups of teachers with fundamentally different form ative backgrounds: pre-digital era teachers and digital era teachers. Although the discourse on educators in the digital age is growing rapidly, comparative studies on intergenerational personality dynamics remain very limited in Indonesia. This study aims to describe, compare the similarities and differences in the personality profiles of the two teacher generations, and examine their implications for learning quality. This study employed a library research method with a qualitative comparative ap proach, and the data were analyzed using content analysis. The results revealed significant differences: pre-digital era teachers possess an authoritative identity, rely on moral role-modeling (uswah hasanah), and exhibit high emotional stability, yet tend to be rigid toward innovation. Conversely, digital era teachers are more flexible, adaptive, and position themselves as egalitarian facilitators, but are prone to tech nostress and blurred professional boundaries. These dynamics present dual impli cations: the digital teacher's approach effectively enhances student learning moti vation, but concurrently triggers an authority crisis that risks eroding student disci pline. In conclusion, future teacher professional development must not solely focus on technological skills but also strengthen psychological resilience and digital ethics to accommodate the generational diversity of educators in Indonesia.