Teacher Competencies in Instructional Planning, Classroom Management, and Learning Evaluation

Abstract

This study aims to analyze teacher skills in planning, processing, and evaluating instruction as three key components in achieving effective learning. The method used was a qualitative approach, with data collection techniques through observation, interviews, and documentation. The results indicate that skills in instructional planning are reflected in teachers' ability to develop systematic learning tools, such as Lesson Plans (RPPs), select methods, and adapt materials to student characteristics. In the teaching process, teacher skills are demonstrated through their ability to manage the classroom, deliver material communicatively, and create an active and conducive learning environment. Meanwhile, in the evaluation stage, teachers are required to design valid and reliable assessment instruments and follow up based on the evaluation results. This study concludes that these three skill aspects are interrelated and contribute significantly to improving the quality of learning. Therefore, ongoing efforts are needed to develop teacher competencies to enable them to carry out teaching professionally and effectively