The study aimed to influence student responses on teacher's pedagogic competence to mathematics learning achievement in grade IV of SD Negeri Wanareja 01 Cilacap regency. One of the basic abilities that must be mastered by teachers to carry out their obligations was pedagogic competence. Through pedagogical abilities, they could create their creativity in managing learning to arouse student interest in learning and improve student achievement. Distance learning carried out by teachers in delivering mathematics was less varied so that it did not arouse the students' enthusiasm and interest in learning. Moreover, the students' mathematics learning achievement also declined as evidenced by the mid-semester assessment. There were 21 of 32 students in the fourth grade who still could not achieve the minimum completeness criteria (KKM). It was a quantitative study.
The variables in this study were the student response variables on the teacher's pedagogic competence and the students' mathematics learning achievement. The data were collected using a questionnaire and the value of PAT (Year-End Assessment). The prerequisite test in this study used the normality test and linearity test. After the data met the requirements, then hypothesis testing was carried out using correlation analysis, simple linear regression, and determination. The hypothesis testing technique used a significant level of 5%. The results of the analysis revealed that: (1) there was a correlation between student responses on the teacher's pedagogic competence and mathematics learning achievement as indicated by the value = 0.539 = 0.349. (2) There was a positive and significant effect of the student responses on the teacher pedagogic competence to mathematics learning achievement as shown by the value of the linear regression equation Y = 22.887 + 0.611X, which meant that the direction of the influence was positive. The significance test with the t-test obtained the value = 3.500 = 2.042 and the F-test obtained the value = 12,253 = 4.17. It meant that Ho was rejected and Ha was accepted. (3) The contribution of student responses on the teacher's pedagogic competence to mathematics learning achievement was 29%.