Class Management Skills Research Articles

Multimedia for Teaching Skills Development in Pre-service Teachers

A teacher must have teaching skills in order to become a professional teacher. The purpose of this article is to present the results of research on the development of teaching skills multimedia for microteaching courses in the Biology Education Study Program, FMIPA, State University of Jakarta. Multimedia is designed by combining text, images, audio and video to present basic teaching skills material in an interactive and interesting way. This research consisted of two years, in the first year four basic multimedia teaching skills were developed, namely: opening and closing lesson skills, class management skills and basic questioning skills and advanced questioning skills. This research is research and development (RnD) which was adapted into 7 stages from 10 steps of development research by Gall, Gall and Borg, including 1) research and data collection, 2) planning, 3) making prototypes, 4) testing first prototype, 5) prototype improvements, 6) field trials, 7) product improvements. The multimedia products developed are evaluated and assessed by experts, then revised based on the suggestions given and the results of field trials. The results of the research show that the multimedia developed is valid, practical and effective for improving teaching skills of pre-service teachers. Through this article the author wants to suggest that PKM or microteaching lecturers can use multimedia to practice basic teaching skills.

Peran Mata Kuliah Microteaching Dalam Mengembangkan Keterampilan Dasar Mengajar Mahasiswa Program Studi Pendidikan Sejarah STKIP Sinar Pancasila

Microteaching is one of the courses that must be programmed by all students in the history education study program, in the sixth semester as a prerequisite before students go to school to carry out practical field experiences. The micro teaching course is a very vital activity for every student at the Teaching Faculty, and fulfills the need to be able to position himself completely and professionally in the teaching field. The aim of this microteaching course is to train basic teaching skills and prepare students in the history education study program as prospective teachers to face full teaching work in the classroom by having the knowledge, skills, abilities and attitudes as professional teachers. The role of lecturers in microteaching courses and student activity in learning activities is very important. In Micro Teaching learning activities, there are 10 basic skills that are really needed by a prospective teacher, including, 1) skills to open learning, 2) skills to explain, 3) skills to provide variations, 4) skills to ask questions, 5) skills to guide group discussions, 6) skills in guiding group discussions, 6) small group and individual teaching skills, 7) class management skills, 8) reinforcement skills, 9) skills in using media or tools, and 10) skills in closing learning. This research uses a qualitative descriptive method, where the data obtained is processed in narrative form.

English Novice Teachers’ Beliefs on Teaching in Inclusive Classroom

To achieve educational objectives on inclusive class in Merdeka Curriculum setting, teachers should possess awareness of their personal beliefs. As the ones who play important roles in the classrooms, teachers have to decide what will be needed or what will work best for their students, including in the inclusive classes. Therefore, this qualitative study aims to find out English pre-service teachers' beliefs toward the implementation of inclusive class on Merdeka Curriculum. The data were collected by interviewing five English pre-service teachers who have conducted the inclusive class in their internship program. The results of this study indicated that the novice teachers have various beliefs; 1) concerning on the teachers’ important roles in the inclusive classes that they have to work harder than in general classes; 2) regarding the teachers’ skills to be possessed, they are planning and class management skills; 3) respecting the factors that lead them to be successful in the inclusive classes; and 4) relating to the training that might help them in conducting the inclusive classes.

Examining changes in teacher education programs: A case study approach

This study retrospectively examines teaching practice within Israeli teacher education programs. A pilot study investigates the implementation of a novel teacher education program in Israeli academia, with a focus on the freedom it grants to institutions. This program emerged during the Covid-19 crisis when e-learning dominated. The study assesses 45 respondents' perceptions of teaching practice and the academia-school relationship through a combination of qualitative and quantitative methods. On the quantitative front, the study involved the examination of several questionnaires. These included a self-efficacy questionnaire, an attitude survey regarding teaching, an evaluation of professional identity, and an attitude questionnaire centered on practical experiences within schools. In the assessment of self-efficacy, we utilized a modified version of the General Self-Efficacy Scale (GSE). Additionally, the researchers crafted the other questionnaires. The study also encompassed an exploration of student satisfaction levels concerning collaboration during practical experiences, the acquisition of various skills during school-based practice, and the correlation between the teacher training program's different courses and practical work within school settings. The research covered the documentation and formative assessment of the design and alteration processes within teacher education based on the outlined changes. The study evaluated these processes through primary documents from the academic institution, which provided evidence of the change preparation. It also analyzes the goals, learning outcomes, and teaching methods for students specializing in education. The study highlights changes in teaching practice that foster connections between academia and the field, particularly in pedagogy. These changes focus on the intensified school-based experience, paired with e-teaching workshops. Findings reveal that in evaluating teaching practice competence, interpersonal skills and professional identity rank highly among skills gained during field experiences. The research also showcases the acquisition of essential teaching and class management skills. The study raises questions regarding the program's impact on institutions, particularly concerning its role in enhancing autonomy and relevance. The study evaluates the program’s potential as a catalyst for effective teacher education and its ability to attract mission-driven, motivated individuals to the teaching profession.

Keterampilan Guru Dalam Mengelola Kelas

One of the skills that an educator must have is class management skills. Class management is very important for the continuity of the learning process. Class management is the key to success in learning activities. This research aims to find out how teachers' skills are in managing classes in class IV of SD Negeri 060904 Medan Maimun. This research uses a qualitative approach. Data collection techniques are primary data and secondary data. Primary data sources in this research were obtained through interviews and observations. Meanwhile, secondary data sources are data obtained from library studies such as journals, reports, articles, books and the internet that are related to research. The results obtained from this research are that teacher skills in managing the classroom can be done in two ways, namely: 1) by creating and maintaining ideal or preventive learning conditions, 2) by developing and controlling optimal or repressive learning conditions.

Keterampilan Guru dalam Pengelolaan Kelas pada Mata Pelajaran Fikih Kelas VII di MTsN 3 Agam

The author's motivation in discussing this title is motivated by problems in classroom management skills that are preventive and curative by fiqh teachers. Based on the initial observations, the authors know that the teacher pays little attention to the behavior of students and approaches students, when there are students who make a fuss, the teacher only reprimands them from the front but does not approach the students so that not long after that the students make a fuss again. The purpose of this study was to describe the teacher's classroom management skills related to the creation and maintenance of optimal (preventive) learning conditions for class VII at MTsN 3 Agam. To describe the teacher's classroom management skills related to the restoration of curative learning conditions for class VII at MTsN 3 Agam. To describe class management skills related to the physical condition of class VII at MTsN 3 Agam. This research uses a type of field research (field research) using a qualitative descriptive approach. This research was conducted at MTsN 3 Agam, IV Koto sub-district, Agam district, West Sumatra. The informants of this study were fiqh teachers and class VII students at MTsN 3 Agam. Collecting research data using observation techniques, interviews, and documentation. The results showed that: Teacher skills in classroom management related to the creation and maintenance of optimal learning conditions (preventive in nature) for class VII at MTsN 3 Agam which were carried out by the teacher had been carried out in accordance with the indicators of classroom management skills, although there were several indicators that were less than optimal and rarely carried out, namely indicators of observing closely and moving closer. The teacher's classroom management skills related to returning optimal (curative) learning conditions for class VII at MTsN 3 Agam have been well implemented, namely the teacher modifies student behavior, solves problems in groups, and finds and solves behaviors that cause problems. The teacher's skills in class management related to the physical condition of class VII at MTsN 3 Agam have been well implemented, namely the teacher has made arrangements for seats, managed class cleanliness, ventilation and lighting in the class.

Perception of Pamong Teacher on Teaching Skills of PAI Educational Field Practices (PLK) in Padang City

The background of this research is that there are still various problems when students carry out Educational Field Practices (PLK), which are related to student teaching skills. The purpose of this study was to find out how the teacher's perception or view of the teaching skills of PLK students of the Islamic Religious Education Study Program, Padang State University who carried out PLK at Air Tawar Barat Padang High School, to be precise at Pertiwi 1 High School and Labor UNP High School. The method used in this study is a qualitative method with a case study approach. The object of research is 6 tutor teachers. Based on the results of the study, showed that the teaching skills of students according to the perception or view of the tutor showed that (1) the skills to open and close lessons in general were good, only that students forgot to put forward indicators and motivate students, (2) skills in explaining material were good, able to use media learning that attracts students, conveys indicators and learning objectives, but in mastering the material is less in-depth and needs enrichment. (3) class management skills are quite good, students are still confused and overwhelmed in dealing with student behavior.

IMPLEMENTATION OF PEDAGOGIC COMPETENCE THROUGH HUMANIST LEARNING PERSPECTIVE OF KI HADJAR DEWANTARA

Education aims to construct students to become independent human beings physically and spiritually. To make this happen, educators must have pedagogic competence, which is necessary to support them as professional educators. The pedagogic concept is inseparable from a well-known figure in the world of education, namely Ki Hadjar Dewantara, who gave birth to the concepts of Momong, Among, and Ngemong, based on the concept of humanist education that shows the cultural characteristics of the Indonesian nation. The research method used is qualitative with a Case Study approach, which aims to find out the humanist concept of increasing teacher understanding. The research results indicate that to understand and protect the needs of students, it is necessary to understand pedagogical competency standards to become professional educators, and educators need to be involved in self-development, and collaboration in achieving humanist learning that includes students’ understanding, class management skills, and the ability to provide constructive feedback by determining one of which that refers to the educational concept of Ki Hadjar Dewantara.

Eradicating Violence Provoked by Narcissism and others Factors in Secondary Schools: Case Study of Fako Division South West Region of Cameroon

Purpose: School violence is a major concern in Cameroon and the world at large. As an estimated 246 million children and adolescents experience violence in and around the school yearly. In spite of measures put in place by International Organizations and Government of Cameroon, the prevalence of school violence is still on a raise and the consequences devastating on the victims. This study aimed to investigate a transformative approach to curb school violence provoked by narcissism and other factors among secondary schools in Fako Division, South West Region of Cameroon.Methodology: In an effort to eradicate this ill, a mix research method, with a sequential explanatory design was used. The sample constituted of 381 students, 10 counselors, 10 school administrators, 10 community leaders and 10 parents. Questionnaires, interview and focus group discussion guides were used at different stages for data collection. Thematic analysis was used to analyses qualitative data and Microsoft Excel 2016, Epidata V.4.1 and R programming V.4.1.2 was used to analysis quantitative data.Findings: The study found that the school has as priority to put learners on the path to a promising future, but some dishonest persons hide behind the school to victimize others. It further revealed that a combined 54% of the respondents manifested narcissism at different levels and 44% rarely or never. However, narcissism explained only a portion of the cause of different forms of violence, with variations ranged from 2.2% to 10%. Other causes of school violence includes; drugs & alcohol abuse, embarrassment from some teachers and friends, bullying, corporal punishment, age, past traumatic experiences, peer influence, poverty, negative family dynamics and intoxicated community, impulsive personality, lack of self-control, poor of class management skills, arrogance and misconduct from students. Recommendations: This study recommends a school-home-community partnership in order to manage narcissism and other violent behaviour. Parents should avoid the display of violence at home. They should create a home-school and community partnership and help children know that, they are not exemptions to the rules and regulations.

Pengaruh Penguasaan Keterampilan Mengajar dalam Upaya Meningkatkan Guru yang Inovatif

This study aims to get an overview of the teaching skills that must be possessed by teachers. There are 8 teaching skills that must be possessed by teachers, which include: asking skills, providing reinforcement skills, varying skills, explaining skills, opening and closing skills, skills guiding small group discussions, class management skills, and small group and individual teaching skills. . The application of teaching skills is very necessary as an effort to support success in learning. This study uses descriptive qualitative research with the aim of being able to describe the effect of teaching skills with innovative teachers on learning. By mastering these teaching skills, it is hoped that later teachers will be more varied in providing learning in the classroom.

Keterampilan Pengelolaan Kelas Mahasiswa PGSD Pada Praktik Mengajar di Sekolah Dasar

Class management skills are one of the primary teaching skills that are important to be mastered by prospective teacher students. Therefore, before students enter the field, they must ensure their ability to manage the class. The learning process will be conducive if the teacher manages the class well enough to support the learning process. The purpose of this study was to take a deeper look at the ability to manage student-teacher classes. This study uses a qualitative research method with a descriptive approach. With the research stages (1) Preparation Stage, in the preparation stage, the researcher prepares a research plan and makes interview, observation, and documentation guidelines. (2) Implementation phase, researchers conduct field studies by carrying out observations and interviews, as well as taking documentation with (3) Findings Researchers analyze findings and draw conclusions from research results and continue with the last stage, namely (4) Research Reporting Stage using the method in collecting data by observation, interviews, and documentation. This study's results indicate that prospective teacher students' ability to manage the class is excellent. Each indicator in managing the class is carried out according to the student's experience demonstrating basic teaching skills. Researchers hope for future researchers to look more deeply into prospective teacher students' ability to master other basic teaching skills in more detail and innovatively.

EFEKTIVITAS PELATIHAN PSIKOEDUKASI BERBASIS EXPERIENTIAL LEARNING DALAM MENINGKATKAN PEMAHAMAN MANAJEMEN KELAS GURU SD

Primary schools or Sekolah Dasar (SD) are the foundation of education in Indonesia. There, students are taught basic academic skills such as reading, writing, and counting; thus, professional and competent educators are in need. This research an act of intervention by increasing class management skills of the teachers in Public Elementary School X (Sekolah Dasar Negeri X), West Jakarta. In this research, class management is measured by observation, semi-structured interviews, and pretests. Participants of this research consists of 5 respondents, picked through a nonprobability sampling, with class management skills that are below average. The characteristics of the respondents are men and women aged between 22-43 with less than 10 years of teaching experience. This research utilizes the pretest-posttest experiment while providing psychoeducation based on experiential learning in order to increase the respondent’s class management skills. The data difference test from the pretest and posttest uses paired sample t-test, whereas t= -2.982 and p= 0.041 (0.05) which shows the respondent’s increased understanding of class management after being given 4.1% intervention. Through this research, it is concluded that psychoeducation based on experiential learning is effective in increasing SDN X educator’s class management skills.

Analisis keterampilan dasar mengajar guru pada mata pelajaran IPS kelas IV sekolah dasar

<em>The purpose of this research is to analyze the basic teaching skills of teachers in the fourth grade social studies subject at SDN Dukuhan Kerten No.58 Surakarta. Basic teaching skills are vital to be possessed and dominated by an teacher in the learning process. This study is a qualitative examination with a descriptive technique utilizing a phenomenological approach. The strategy of taking the subject utilized was purposive sampling method. Teacher, students, and headmaster as a source of data. Data collections using observation, interview, questionnaries, and documentation. The data validity test was using triangulation method. The data that has been obtained were analyzed using the Miles and Huberman model to analyze the completion steps in accordance with the indicators of basic teaching skills. The result analyze of the investigation show that the teacher has dominated 8 basic teaching skills, including: basic and advanced questioning skills, the teacher has paid attention to how to ask questions to students properly and correctly. In affirming skills, the educator has given verbal support. In the application of the skills to variation, the teacher has utilized learning media as pictures to help the learning process. In explaining skills, in explaining the teacher emphasizes the important points to be conveyed on to students. For the skills of opening and closing lessons, the teacher has likewise executed it well, the teacher gives inspiration to follow-up as every day assessments for every exercise. The application of small group discussion guiding skills, the teacher divides students into groups, organizing group discussions, observe and supervise each group, and concentrates of student in the group. In applying the class management skills, the teacher consistently gives oversight to student in the classroom. And on the application of small group and/or individual teaching skills, the teacher has set up great associations with student and parents of student to facilitate the learning process both at school and at home</em>

What EFL Student-Teachers Think about their Preparation Program: An Evaluation of Kuwait’s English Practicum Program

The present study evaluates the English language practicum program at the College of Basic Education in the State of Kuwait from the viewpoints of female student teachers. The study attempts to identify such strengths and weaknesses of the practicum experience in pre-service teachers’ motivation to continue their future in the teaching profession. Quantitative research methodologies were used by adopting Peacock’s (2009) model for practicum program evaluation. The current TEFL practicum program results have confirmed many strengths but also highlighted certain significant shortcomings from the student-teachers’ perspective due to the gap between the theoretical and practical aspects, as well as the absence of adequate supervision, which affected the trainees’ need for pedagogical competence in term of class and time management skills. The study proposes many recommendations and suggestions that the practicum program should be structured to improve the student teachers’ needs and the educational context and fulfil the practical, beneficial content for the individuals.

Basic teaching skills of prospective teacher students based on the TBLA (Transcript Based Lesson Analysis) communication pattern at SMP Muhammadiyah 02 Batu

Teachers play an important role in transferring or sharing knowledge shared with students. In sharing this knowledge, it is necessary to have a teacher's initial ability in basic teaching skills. Study aimed to obtain an overview of the basic taught skills of prospective Biology Education teacher students at UMM based on the communication pattern of Transcript Based Lesson Analysis. This study used a descriptive approach involving subjects and the Lesson Study team. Data collection obtained from documentation includes video & audio recorder. Data through learning videos and audio were transcribed into writing according to all activities during the learning process. Furthermore, the learning transcripts were analyzed into descriptive data. The results showed that prospective teachers had mastered the nine components of basic teaching skills, namely opening lessons, questioning skills, improving skills, making variations, skills guiding small group discussion skills, small group and individual teaching skills, and class management skills and close the lesson. However, several indicators of the nine components have not been met, such as the skills to ask questions, explain, and guide small group discussions. Thus, this deficiency makes the teacher's activity more dominant than the students which are known through the word count graph of the Transcript Based Lesson Analysis.

IMPLEMENTASI KETERAMPILAN GURU DALAM MEMVARIASIKAN PEMBELAJARAN IPS MELALUI PEMBELAJARAN DARING DI SD INPRES LAYANG KOTA MAKASSAR

Implementasi keterampilan guru dalam memvariasikan pembelajaran IPS melalui pembelajaran daring di SD Inpres Layang Kota Makassar. Dibimbing oleh Nursalam dan Rosleny Babo. Penelitian ini bertujuan untuk mengetahui keterampilan guru dalam memvariasikan pembelajaran IPS melalui pembelajaran daring. Penelitian ini termaksuk jenis penelitian deskriptif kualitatif. Hasil peneleitian menunjukan bahwa Implementasi Keterampilan guru dalam memvariasikan pembelajaran IPS di SD Inpres Layang Kota Makassar yaitu a) Keterampilan variasi dalam gaya mengajar, b) Keterampilan Membuka dan Menutup Pelajaran, c) Keterampilan menjelaskan, d) Keterampilan bertanya, e) Keterampilan memberikan penguatan, dan f) Keterampilan mengelola kelas. 2. Hasil wawancara implementasi Keterampilan Guru dalam Pembelajaran IPS melalui pembelajaran daring di SD Inpres Layang Kota Makassar a) Reaksi siswa kurang memahami dalam pembelajaran daring, Siswa sangat jenuh karena terkadang tidak mendengarkan b) Siswa kurang menyukai mata pelajaran IPS dalam Pembelajaran daring dengan alasan jaringan kurang jelas dan suara terputus-putus, c) Metode yang digunakan metode ceramah, dan metode penugasan, serta menggunakan media powerpoint. d) Siswa menyukai metode ceramah dan penugasan. e) Upaya yang ditempuh guru dalam mengatasi kesulitan belajar IPS dalam Pembelajaran daring dengan banyak membaca, siswa harus dilatih untuk dapat menyimak pembelajaran serta menyusun jadwal sebaik mungkin. f) Faktor yang menyebabkan kesulitan dalam Pembelajaran daring yaitu faktor intern siswa, dan faktor teknis serta faktor ekstern. g) memanfaatkan teknologi dalam pembelajaran lebih menggunakan via zoom. 3. Implementasi Keterampilan Guru dalam Memvariasikan Pembelajaran IPS melalui Pembelajaran daring guru mengaktifkan siswa selama mengikuti kegiatan pembelajaran IPS melalui Pembelajaran daring yaitu siswa diberikan tugas, dan menggunakan power point.

Investigation of the Relationship Between Self Competencies and Class Management Skills of Teachers

Öğretmenlerin özyeterlilikleri ile sınıf yönetim beceri düzeyleri arasındaki ilişkinin incelendiği çalışma 394 tane öğretmenden elde edilen verilerle gerçekleştirilmiştir. Araştırmada öğretmenlerin öz yeterlilik algıları, Tschannen-Moran ve Hoy (2001) tarafından geliştirilen, Çapa, Çakıroğlu ve Sarıkaya (2005) tarafından Türkçeye uyarlanan “Öğretmen Öz-yeterlik Ölçeği” kullanılarak ölçülmüştür. Ölçek “öğrenci katılımı”, “öğretim stratejileri” ve “sınıf yönetimi” olmak üzere üç alt boyut ve 24 tane maddeden oluşmaktadır. Sınıf yönetimi becerileri ise 1982 yılında Delson tarafından geliştirilmiş olup Yalçınkaya ve Tonbul tarafından 2002 yılında Türkçe’ye uyarlamıştır. Tek boyuttan oluşan ölçek 25 tane sorudan oluşmaktadır. Araştırmanın alt problemleri çerçevesinde yapılan analizler neticesinde kadın öğretmenlerin sınıf yönetim becerileri düzeylerinin erkek öğretmenlere göre daha yüksek düzeyde olduğu tespit görülmüştür. Bununla birlikte öğretmenlerin eğitim durumlarına göre de farklılık gösterdiği tespit edilmiştir. Buna göre önlisans mezunu olan öğretmenlerin öğrenci katılımına yönelik özyeterlilik düzeyleri, öğretim stratejilerine yönelik özyeterlilik düzeyleri ve genel özyeterlilik düzeylerinin lisans mezunu olan öğretmenlere göre daha yüksek düzeyde olduğu tespit edilmiştir. Yapılan bir diğer analiz ise mesleki kıdem yıllarına ilişkin özyeterlilik ve sınıf yönetimine dair görüşlerin farklılıklarıdır. Elde edilen bulgular, 11-15 yıl aralığında bulunduğu okulda görev yapan öğretmenlerin 1 yıldan az görev yapan öğretmenlere göre sınıf yönetim düzeylerinin daha yüksek düzeyde olduğu yönündedir. Araştırma neticesinde özyeterlilik ile sınıf yönetimi arasında pozitif yönlü ve orta düzeyli ilişki olduğu tespit edilmiştir.

Profile of Student Basic Teaching Skills through Online Learning Model Using Peer Assessment on Microteaching Lectures

The purpose of this study was to determine the profile of the basic teaching skills of biology education students during microteaching lectures through an online learning model using peer assessment. This type of research is a qualitative descriptive study. The subjects of this study consisted of 17 biology education students in the 6th semester of the 2019/2020 academic year. The technique of collecting data through observation uses a research instrument in the form of a rubric for assessing basic teaching skills, which is filled by lecturers and peers. Data analysis techniques include data reduction, data display and conclusions. The observed teaching skill indicators consist of 8 components. Based on these 8 indicators, the results obtained are the skills of opening and closing learning, explaining skills, questioning skills, discussion guiding skills, and class management skills are in the skilled category, the skills to provide reinforcement and the skills to make variations are in the fairly skilled category, while the skills to use learning media are in the less skilled category. Overall, the basic teaching skills of biology education students have improved during the microetaching exercise using peer assessment.

Urgensi Pemanfaatan Keterampilan Mengajar Dalam Meningkatkan Hasil Belajar

Educational institutions are a place for the achievement of learning outcomes that prepare students to have knowledge, attitudes, and skills (cognitive, affective and psychomotor). The achievement of these learning outcomes is the responsibility of teachers and lecturers as well as education providers. In improving learning outcomes, teachers and lecturers are required to know the knowledge of teaching skills and be able to apply them in learning, these teaching skills are questioning skills, reinforcement skills, variation skills, explanation skills, learning opening and closing skills, small group discussion guiding skills, class management skills, small group/ individual teaching skills. The urgency of using these teaching skills in improving learning outcomes can affect the success of the teaching and learning process, can equip teachers in delivering subject matter, can create effective and quality learning, can encourage the enthusiasm of students in following the learning process and can improve learning outcomes.Key words: urgency; teaching skills; learning outcomes

Eight Skills of Islamic Religious Education Teachers in Improving Student Learning Outcomes in Junior High School

Teaching skills are an aspect that must be owned by a teacher to achieve success in learning, therefore teachers must have a high ability in learning. In fact, this study aims to describe the teaching skills of Islamic religious education teachers in improving student learning outcomes at Madrasah Tsanawiyah. In addition, to describe the actions of Islamic Religious Education teachers in improving student learning outcomes at Madrasah Tsanawiyah. This study uses a qualitative method with an approach case study, Research data were taken from thirty-six informants, consisting of school principals, teachers, and students by means of individual and group interviews. To strengthen the interview data the author also made direct observations of teachers and students. All interview and observation data were analyzed using Analysis Interactive the Milles & Hubberman model. The results of this study found eight teacher activities in teaching. The teaching skills of Islamic Religious Education teachers at Madrasah Tsanawiyah include i) opening lesson skills, ii) closing lesson skills, iii) explaining skills, iv) questioning skills, v) reinforcement skills, vi) variation skills, vii) small group discussion guiding skills, and viii) class management skills. This research has succeeded in uncovering eight teacher skills in teaching so as to improve student learning outcomes.