Skills in Planning, Process, and Evaluation of Teaching

Abstract

This study aims to analyze teachers' knowledge and skills in lesson planning, instructional implementation, and learning evaluation at the Madrasah Ibtidaiyah (MI) level. This research employed a descriptive qualitative approach using a literature review method. Data were collected through an extensive review of books, scientific journals, and relevant research articles. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings indicate that effective lesson planning requires teachers to formulate clear and measurable learning objectives, select appropriate instructional approaches, and organize teaching materials regularly. In the instructional process, essential teaching skills such as explaining, questioning, classroom management, and the use of teaching methods and instructional media play a significant role in creating active and meaningful learning experiences. In terms of evaluation, teachers are expected to design valid, reliable, and objective assessment instruments that align with learning objectives through diagnostic, formative, and summative assessments. In conclusion, the integration of planning, instructional implementation, and evaluation constitutes a fundamental factor in improving the quality of learning at the Madrasah Ibtidaiyah level