Management of In-House Training (Iht) For Cluster (Imbas) Senior High Schools in Siak Regency: Planning, Implementation, Evaluation and Comprehensive Implications

Abstract

This study aims to analyze the management of In‑House Training (IHT) in cluster (imbas) senior high schools in Siak Regency using a descriptive qualitative approach. were collected through in‑depth interviews with principals, vice principals for curriculum, cluster team members, and participating teachers, complemented by field observations and analyses of administrative and visual documentation and evaluation reports. The findings show that training planning was conducted collaboratively and grounded in the actual needs of teachers, using the 2023 Education Report Card as the basis for prioritizing training topics. IHT implementation was synergistic with active teacher participation, reflected by 83% of respondents rating the materials as highly relevant to their teaching contexts. Moreover, 10 of 12 teachers successfully implemented differentiated instruction and P5 assessment effectively in classrooms. Key enabling factors included visionary school leadership, administrative and logistical readiness, a strong culture of reflection, and professional networks across schools. In conclusion, IHT management in Siak's cluster schools has been carried out effectively and sustainably, offering a reference model for school‑based teacher training at local and national levels.