Strengthening Teachers’ Competence in Developing Multimodal TKA Instruments Through Project-Based Training Featuring Good Habits

A needs analysis conducted in the Dwarawati Cluster Elementary Schools, Semarang City, involving 50 participants, found that 90% of teachers lacked competence in developing Academic Competency Test (TKA) instruments for sixth-grade trial implementation. This training aimed to strengthen teachers’ competence in developing HOTS-based TKA instruments through Project-Based Learning assisted by multimodal stimuli featuring good habits themes. A mixed-methods approach with a sequential exploratory design involved 50 teachers and principals. Data were collected through observations, interviews, documentation, pretest–posttest, and questionnaires. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using descriptive statistics and the Wilcoxon signed-rank test. The results showed an increase in the mean score from 55.78 in the pretest to 89.58 in the posttest, with a Wilcoxon signed-rank test result of Z = −3.256 and p = 0.001. Teachers’ responses were categorized as very good. The findings indicate that project-based multimodal training can strengthen teachers’ competence in developing HOTS-based TKA instruments.