The planning stage in HRD management is crucial and is the foundation for initiating actions toward significant change. Planning also provides the basis for determining the implementation process to achieve the intended outcomes. Planning should be carefully developed and guided by the skills required by the school in the present and future (Prastowo, 2017). In determining needs, the headmaster of TK Qur'an Platinum took three preliminary steps before utilizing SWOT analysis. These steps were revealed during the interview conducted by the researcher with the headmaster (RM1/KS/W2):

“Every year, the headmaster is required to create a work program. The work program also includes teacher development programs. For the planning process, I conduct a SWOT analysis. Before analyzing, I need to get to know the characteristics and abilities of the teachers in this school. Therefore, I must also conduct observations and a brief interview with the deputy headmaster, Ms Popy. Ms Popy was previously the headmaster of this school. During the interview, I need to identify the potential of the teachers. Finally, before I write the work program, I also hold a discussion forum to form the work program for the entire year. As for the observations, I do them flexibly. During the observations, I observe the teachers during their teaching or work and assess the condition of the school's facilities and infrastructure. The interviewer interviewed Ms Popy in July, at the beginning of the new academic year.”

Ms Popy, as the deputy headmaster, corroborates the explanation provided by the headmaster in the interview and practice. The headmaster and the deputy headmaster document the results of the observations and interviews in an open discussion forum with all the teachers at TK Qur'an Platinum. The headmaster organized this discussion forum to gauge the response and feedback of the teachers regarding the proposed development programs. Ms Nana (RM1/GKB/W2), a class teacher, also responded to this discussion and suggested conducting regular weekly recitation and memorization sessions.

An open discussion forum aligns with Hasibuan's (2014) suggestion that development programs should be communicated openly to all employees or members so that they can prepare themselves accordingly (M. S. P. Hasibuan, 2014). The headmaster summarized the results of the interviews, observations, and open discussions in a SWOT analysis table. Below is the SWOT analysis created by the headmaster.

The SWOT analysis, a strategic planning method, evaluates the strengths, weaknesses, opportunities, and threats within a project, business venture or when assessing product lines and competitors. This analysis determines the business objectives or the specific object to be analyzed is identified. Internal factors are categorized as strengths and weaknesses, while external factors are recognized as opportunities and threats. It is important to note that this analysis is typically conducted by identifying the business objectives or the specific object to be analyzed (Fikri & Putra, 2022).

A SWOT analysis systematically identifies factors and strategies that best fit a situation by maximizing strengths and opportunities while minimizing weaknesses and threats. When applied accurately, this simple assumption dramatically influences the design of a successful system. (Susar et al., 2022). SWOT analysis is a systematic way to identify factors and processes that represent the best fit among them. A SWOT analysis is a systematic approach to identifying factors and processes that align most effectively. This analysis is predicated on the assumption that an effective strategy maximizes strengths and opportunities while minimizing weaknesses and threats. When applied accurately, this simple assumption profoundly influences the design of a successful system. (Bahri & Arafah, 2020). The planning process conducted by the school principal aligns with the findings of research conducted by Anwar & Alfina (2019), dalam pembahasannya mereka juga melalui tahapan penentuan kebutuhan dan penentuan tujuan pengembangan secara terbuka. Hanya saja penelitian tersebut hanya menggunakan model musyawarah saja sedangkan yang dilakukan kepala sekolah TK Qur’an Platinum juga melalui analisis SWOT terlebih dahulu. Kemudian terlihatlah penentuan sasaran dan penetepan isi program yang direncanakan (Anwar & Alfina, 2019).

Furthermore, setting targets, or determining goals, serves as the basis for the implementation of this development Irianto (2001) program menegaskan bahwa tanpa perumusan sasaran yang jelas, outcomes pelatihan kemungkinan besar tidak dapat memenuhi kebutuhan sesuai dengan hasil analisis kebutuhan pelatihanasserts that without clear target formulation, the training outcomes are likely to not meet the identified training needs. (Irianto, 2001). Based on an interview with the school principal, it was explained (RM1/KS/W4)

"I set the development goals and targets for human resources based on the SWOT analysis I conducted... The analysis I performed revealed the shortcomings of my teachers in terms of IT, Qur'anic knowledge, and English proficiency, which need further improvement. Additionally, I linked it to the school's vision and mission, which emphasizes the graduation of independent, Qur'anic, creative, and patriotic students with good institutional management. Furthermore, considering the vision and mission of the Al Abidin Foundation, they aim to gain recognition from a wide range of people, even globally, thus desiring an increase in student enrollment in the following academic year."

This interview result signifies that the main target in human resources development is the Vision and Mission of TK Qur'an Platinum School and the Vision and Mission of the Al Abidin Foundation.

The final stage of this process is determining the program content for human resources development at TK Qur'an Platinum, which refers to the previously conducted SWOT analysis and includes follow-up notes. The follow-up actions made by the school principal serve as conclusions to determine the design of the human resources development program. The program's content includes 1) Upgrading the Early Childhood Education Teaching Profession, 2) IHT (Islamic Education and Teaching) Curriculum for Early Childhood Education, 3) Public Relations Training, 4) IT and Social Media Management Workshop, 5) Video-Based Learning Workshop, 6) Coaching for English Young Learners (EYL) Microteaching, 7) Quranic Recitation and Memorization Assistance, and 8) Creation of APE (Islamic Education Competition). The research interview with Ibu Tuwiyem also explained that she determined the program's content based on identifying the existing shortcomings in the capabilities of human resources. Additionally, it was further strengthened by discussions with other teachers, in line with the strong desire of the foundation.

The abovementioned data highlights the inclusion of 21st-century Education HR qualification elements in two program formats: the IT and Social Media Management Workshop and the Video-Based Learning Workshop. Implementing these workshops aligns with the research findings by Husain & Kaharu (2021), which suggest that IT workshops equip teachers with new skills to confront the challenges of 21st-century education. These acquired skills can be applied to children's education (Husain & Kaharu, 2021). Furthermore, the research findings of Khasanah & Herina (2019) underscore the significance of fostering digital literacy in children. Consequently, the IT workshop program at TK Qur'an Platinum serves as a means to cultivate digital technology literacy. Digital literacy is a high-level thinking skill that supports the development of success in academics, personal life, and professional careers in the era of the Fourth Industrial Revolution (Khasanah & Herina, 2019).

Education in the 21st century necessitates specific qualifications that must be met by current human resources (Moeloek & Dkk, 2010). These qualifications encompass a range of skills and competencies, as outlined in various planned development programs. Firstly, critical thinking and problem-solving skills are crucial for educators. The teacher development program provides opportunities for teachers to assume responsibilities in diverse school events, such as the final ceremony. These occasions are platforms for teachers to exercise critical thinking and problem-solving abilities. Secondly, effective communication and collaboration skills are paramount. Discussions, curriculum development programs, and public relations workshops are avenues through which these skills are honed. These activities emphasize the importance of fostering clear, meaningful communication and collaborative teamwork among teachers.

Furthermore, creativity and innovation skills play a significant role in 21st-century education. One program that promotes these qualities is the Islamic Education Competition (APE) creation. This initiative encourages teachers to demonstrate creativity and innovation by designing engaging and innovative educational activities. Lastly, technological and communication literacy skills are vital for educators in the modern era. Video-based learning workshops and IT and social media management programs are implemented to address this need. These initiatives aim to enhance teachers' proficiency in effectively utilizing technology and communication tools.

By incorporating these qualifications into the development programs, educational institutions can equip teachers with the necessary skills and competencies to navigate the demands of 21st-century education. Through critical thinking, communication, creativity, and technological literacy, educators will be well-prepared to meet the evolving needs of students and contribute to the advancement of education in the digital age. (Moeloek & Dkk, 2010).

The human resources development management process involves determining the implementation methods and principles of 21st-century learning. The organization's development program should base the implementation of the development program on predetermined ways. (M. S. P. Hasibuan, 2014). The Al Abidin Foundation and TK Qur'an Platinum do not have specific plans for implementing human resources development. Howeveropment methods can generally e categorized into two types: on-the-job Based on the researcher's observation of the development implementation, almost all programs are conducted outside teaching hours and the school premises. According to the theory of off-the-job training, it is recommended that organizations arrange development and training programs in different locations and outside regular work hours, with the understanding that a designated entity should conduct them (Simamora, 1997). However, this differs from the development implementation by Anwar & Alfina (2019); they employ methods such as coaching, counselling, mentoring, motivating, and empowering (Anwar & Alfina, 2019).

Eight out of nine programs at TK Qur'an Platinum are implemented through off-the-job training, which entails a comprehensive approach encompassing lectures, demonstrations, simulations, and assignment models. Following the completion of each workshop program, all teachers are assigned tasks to develop their skills and knowledge acquired during the training. This proactive measure enables them to directly apply the acquired knowledge and address any encountered difficulties or challenges, enhancing their productivity. The advantage of off-the-job training is that teachers receive professional training, maintain focus on the movement, and acquire comprehensive knowledge ranging from theory, practice, and simulation to assignments. This training and development method tends to have long-term effectiveness.

Based on the researcher's analysis of the ongoing development programs, it is evident that the principles of 21st-century learning are being applied, as someone can observe an indirect alignment of the implementation with the principles of 21st-century learning in the development program at TK Qur'an Platinum. Trainers adjust their delivery methods according to the participants' abilities and comprehension (student-centred) (Nazarullail & Maskulin, 2022). While lectures are present in almost all development programs, the focus is more on simulation and practice. Programs such as workshops, public relations, and competitions adhere to the principles of project-based learning, collaborative learning, and simulation learning. The IHT (Islamic Education and Teaching) Curriculum for Early Childhood Education and the Coaching for English Young Learners (EYL) Microteaching programs demonstrate the principles of discovery learning and flipped classrooms. These programs emphasize cooperation, project creation, and simulated outcomes showcased by the speakers. These programs encourage participants to discover information independently, leading to authentic learning experiences. The IHT Curriculum program requires teachers to draw conclusions and develop critical thinking processes. The Coaching for EYL Microteaching program challenges participants to find the best solutions from their homes and practice them when they meet in person. Participants engage in active discussions and implement practical solutions in rotation.

Overall, the development programs at TK Qur'an Platinum align with the qualifications of 21st-century education and incorporate effective methods and principles to enhance the skills and competencies of the human resources involved.

The school principal leads the technical and outcome evaluation for human resources development. At the end of the management process, evaluation serves as the conclusion. In this stage, the development program's success is determined by changes in the participant's knowledge, skills, and attitudes. Improvement is reflected not only in the ability to perform tasks but also in behavioural changes, such as attitude, discipline, and work ethic, which are enhanced. Evaluation is a critical stage in the development process, as it measures its success. According to an interview with the school principal, the technical evaluation of human resources development at TK Qur'an Platinum occurs at the academic year's conclusion. This evaluation is a foundation for designing future work programs (RM3/KS/W2). This assertion is further supported by Ibu Popy's statement (RM3/WK/W1).

"There is an evaluation of the development program at the end of the academic year before designing the new curriculum for the next academic year. It includes the technical evaluation of human resources development. Additionally, monthly employee evaluations are within the school principal's authority."

The school principal also emphasized that the technical evaluation includes timelines, budget, and smooth implementation (RM3/KS/W2). Based on the above interviews, it can be concluded that technical evaluation takes place at the end of the academic year. Consequently, the assessment of program implementation may not be maximized, and the development program's success may not be effectively measured.

The outcome evaluation at TK Qur'an Platinum is conducted each month's end. It covers aspects such as personality, self-development abilities, as well as the performance and activity of teachers. This evaluation is delivered personally, and teachers who receive positive evaluations receive specific rewards for their active participation, discipline, and development of skills and knowledge. Additionally, based on an interview with Ibu Tuwiyem (RM3/KS/W1), it is explained that

"The school principal at TK Qur'an Platinum has the authority to assess teachers' performance, activeness, and improvement every month. I convey the evaluation directly to the teachers during the monthly salary distribution. I will personally remind them of any mistakes or declines in their performance. If there are no improvements after that, I will record it in the mentoring book for continuous monitoring."

The documentation in the mentoring book includes evaluation criteria that serve as benchmarks for each month, such as 1) Attendance, 2) Completion of administrative teaching tasks, 3) Implementation of teaching, 4) Communication skills (with colleagues and parents), 5) Collaboration with colleagues, 6) Fulfillment of job responsibilities and committee tasks, 7) School branding presence in student enrollment data.

These evaluation criteria are based on the guidelines provided by the Al Abidin Foundation (RM3/KS/W2). The points mentioned above have standardized requirements to receive rewards through additional benefits. However, if there are consecutive difficulties, a reprimand will be given. The school principal's performance is also evaluated, and the evaluation is conducted directly by the Al Abidin Foundation, with personal feedback provided (RM3/KS/W1). Regarding the development evaluation, Ibu Nana also explained (RM3/GKB/W1) that.

"There are no specific tests for human resources development. The follow-up for human resources development goes hand in hand with the monthly teacher performance evaluation."

This is further clarified by Ibu Farida (RM3/GKA/W3), who states that

"Perhaps there is no specific follow-up for human resources development, but because there is a monthly evaluation, it indirectly exists."

The evaluation conducted by TK Qur'an Platinum does not include tests as a means of assessment, which poses a challenge in accurately measuring the program's effectiveness and its impact on participants or teachers. Nevertheless, the evaluation process encompasses the appraisal of work ethic, discipline, and skills development through the seven criteria above. These evaluations indicate the success achieved regarding work ethic, discipline, and skills enhancement among teachers. Umar's research (2020) further supports this notion by emphasizing the importance of regular employee assessments based on three key aspects: employee discipline, work attitude, and employee skills. However, the research does not delve into the specifics regarding the timing of the evaluation implementation. It is advisable to rephrase the sentence and eliminate the ambiguous reference to ensure clarity. (Umar, 2020)

The criteria for developing new skills obtained during the public relations workshop are also included in the evaluation criteria, specifically in point (g), which states, "School branding presence in student enrollment data." This point has resulted in a 20% increase in obtaining new students (Irianto, 2001). explains that evaluation is not merely testing participants' abilities before and after participating in activities. The assessment aims to determine the extent to which training provides added value and effectiveness to the organization. Thus, indirectly, the school and foundation's desire to increase student enrollment has increased by 20%.

Overall, the implementation of teacher performance evaluation is continuous every month. Therefore, follow-up actions based on evaluation results can be immediately implemented through habitual processes. Although accurate measurement through testing is not feasible, the evaluation process provides valuable insights into work performance.