<![CDATA[This study aimed to assess the competence level of Indonesian language teachers at Madrasah Ibtidaiyah Nurul Huda in formulating Learning Outcomes (CP), Learning Objectives (TP), and Learning Objective Flow (ATP). The population comprised all teachers (n = 19) and the principal (1). Using a quantitative survey approach, data were collected via a validated teacher‑competence questionnaire (α = 0.87) and analyzed with descriptive statistics and inferential tests (t‑test, ANOVA). Results revealed that most teachers (68.4 %) exhibited “adequate” competence in developing CP, whereas competence in TP and ATP formulation was predominantly “insufficient” (58.9 % and 63.2 %). Teaching experience (p < 0.05) and participation in curriculum training (p < 0.01) significantly affected competence levels. The findings underscore the necessity of targeted professional development programs focusing on curriculum structure comprehension and collaborative teacher practices.]]>
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