<![CDATA[Improving the quality of learning in madrasahs depends not only on teachers’ instructional competence but also on their ability to systematically plan learning activities. One of the problems identified at MTsN 10 Sleman was the limited ability of teachers to develop lesson plans and the lack of a collaborative culture in reviewing learning documents. This best practice aimed to analyze the effectiveness of peer review as a mentoring strategy for improving teachers’ skills in developing lesson plans and the quality of the resulting documents. The activity was conducted during the 2025/2026 academic year through two practices, in August 2025 and January 2026, involving 27 teachers divided into 12 subject-based groups. The peer review model consisted of five stages: drafting, exchanging lesson plans, reviewing using an instrument, reflection, and revision. Data were collected through teacher-skill observation and analysis of lesson-plan quality and were examined using descriptive-comparative analysis. The results showed that the proportion of teachers categorized as skilled and highly skilled increased from 17 teachers (63%) in Practice I to 22 teachers (81%) in Practice II. The proportion of lesson plans categorized as good and very good increased from 20 documents (74%) to 24 documents (89%). These findings indicate that collaborative peer review combined with mentoring, reflection, and curriculum reinforcement can serve as an effective model for improving teachers’ lesson-planning skills.]]>
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