MANAJEMEN PENGEMBANGAN KOMPETENSI DIGITAL GURU DALAM PELAKSANAAN EVALUASI PEMBELAJARAN BERBASIS TIK

Abstract

Digital competence is increasingly important for teachers who design, administer, analyze, and use technology-based learning assessments. This article examines the management of teacher digital competence development for ICT-based learning evaluation at Madrasah Tsanawiyah Raudlatul Ulum Goa Batu, Lubuklinggau. The article uses a qualitative descriptive design and proposes document analysis, interviews, and observation as the main data-collection techniques. The analytical framework connects planning, organizing, implementation, supervision, and evaluation of professional development with teachers’ assessment literacy, digital tool skills, data interpretation, accessibility, and responsible data practices. Literature indicates that digital competence development is more sustainable when it is linked to pedagogical goals, supported by school leadership, practiced collaboratively, and evaluated through evidence of classroom application rather than attendance alone. Because field data have not been supplied for this draft, the discussion presents an evidence-informed analytical framework and does not claim verified findings about the named madrasah. The framework can guide fieldwork to identify existing practices, constraints, and improvement priorities. The article concludes that professional development should be continuous, context-sensitive, and directly connected to valid, fair, secure, and useful assessment practices.