Social Sciences Teacher Management in Forming Student Competencies Through Group Discussion Learning Habits

Purpose – This study aims to examine how social studies teacher management develops students' competencies through habitual group discussion learning at SMP Negeri 6 Ternate City. It focuses on teachers' roles in planning, organizing, implementing, supervising, and evaluating collaborative learning activities.Methodology – This study employs a qualitative case study at SMP Negeri 6 Ternate City, North Maluku, Indonesia. The analysis focuses on teachers' managerial roles in facilitating group discussions and supporting students' learning, drawing on classroom observations and relevant literature.Findings – Effective teacher management in group discussions enhances students' critical thinking, communication, collaboration, problem-solving, and understanding of social values. Well-managed discussions also promote active participation and sustainable competency development.Contribution – This study views habitual group discussion not only as a teaching method but also as a teacher management practice that supports students' competency development through systematic learning management. This study highlights the importance of effective teacher management in fostering collaborative learning environments and offers practical insights to improve competency-based social studies instruction.