Effects of innovative learning methodology training on teachers learning management competency

Abstract

Low teacher competency in managing innovative learning methodology processes. The urgency of this research is caused by the difference between theory, expectations, and reality in the field, with only around 35-40% of teachers being able to apply innovative methodologies. The purpose of this study is to analyze the effectiveness of an innovative learning methodology training program in improving teachers' learning process management competency. The research approach uses a mixed method with an experimental design. The sample consisted of 2,500 teachers with stratified random sampling based on urban-rural areas and education levels in Sulawesi. Data collection was conducted using questionnaires, observations, interviews, and documentation. Quantitative analysis used paired sample t-tests, Pearson correlation, multiple linear regression, CFA, and ANOVA. Qualitative data were analyzed thematically. The results showed a significant increase in competency in all variables, with a score difference of 1.02–1.20 (p = 0.000). Technology utilization increased the most (1.20), followed by lesson planning (1.13) and the application of innovative methods (1.12). A strong correlation was found between classroom management and total competency (r = 0.812). Inhibiting factors included limited infrastructure and minimal institutional support, while internal motivation and a learning community were the main supporting factors. Conclusion: With the learning process management training program, it is still effective in improving teacher competency and has positive implications for the quality of learning, although implementation requires full and continuous institutional infrastructure support.