<![CDATA[This study aims to analyze the of teachers’ professional competence in designing teaching modules at SD Negeri 15 Banda Aceh. The topic is crucial as professional competence directly impacts the quality of teaching materials and learning outcomes. The study employed a qualitative descriptive method with data collection techniques including interviews and observations. The findings revealed that many teachers face challenges in implementing their professional competence. Despite attending relevant training, teachers often rely on classroom conditions without adhering to teaching module guidelines, leading to unstructured teaching methods. Time constraints, administrative workload, and limited adaptation of e-modules further hindered teachers’ ability to design or revise teaching modules effectively. Additionally, teaching modules were frequently used as administrative documents rather than instructional tools. However, the school management has made significant efforts, such as continuous training programs and establishing learning communities, to enhance teachers’ professional development. The study highlights the need for sustainable training, flexible scheduling, and better integration of technology to improve the design and implementation of teaching modules. This is crucial for enhancing teacher professionalism and meeting student needs in a rapidly changing educational landscape. Keywords: teacher professional competence, teacher, teaching modules.]]>
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