<![CDATA[This study aims to evaluate the teacher performance management system at SD Batutis Al-Ilmi in improving the quality of center-based learning through the CIPP (Context, Input, Process, Product) evaluation approach. This research employed a qualitative method involving observations, in-depth interviews, and documentation studies with school principals, teachers, and related parties involved in the implementation of teacher performance management. Data were analyzed interactively through data condensation, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results indicate that the teacher performance management system at SD Batutis Al-Ilmi has been implemented as a strategic effort to maintain and improve learning quality. In the context aspect, the system was developed based on the school’s needs and the characteristics of center-based learning. The input aspect showed that teacher competence, professional development programs, evaluation instruments, and supporting facilities contributed to the implementation of the system. The process aspect revealed that performance planning, supervision, evaluation, feedback, and follow-up activities were carried out to support continuous teacher development. Meanwhile, the product aspect demonstrated that the system contributed to improving teacher professionalism, strengthening teaching practices, and supporting the quality of center-based learning. Therefore, an effective and sustainable teacher performance management system can serve as an important strategy in enhancing teacher competence and improving learning quality at SD Batutis Al-Ilmi.]]>
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