Homeschooling di Indonesia menghadapi tantangan yaitu perlu adanya peningkatan kompetensi guru dalam mengakomodasi keragaman siswa. Penelitian ini mengembangkan program peningkatan kompetensi guru menggunakan model 4D (Define, Design, Develop, Disseminate) dengan subjek guru Homeschooling Bintang Harapan, Bandung. Data dikumpulkan melalui FGD, wawancara, kuesioner, dan validasi ahli selama dengan durasi pelaksanaan selama enam bulan. Fase Define mengidentifikasi enam tantangan: (1) kompetensi guru, (2) keragaman siswa, (3) komunikasi orang tua-guru, (4) ketidakstabilan kurikulum, (5) persaingan antarlebaga, dan (6) stigma masyarakat. Fase Design menghasilkan handbook yang terdiri dari dua bagian: yaitu “Mengenal Homeschooling” dan “Strategi Pembelajaran Inovatif”. Fase Develop memvalidasi konten, desain, dan teknologi yand digunakan dalam handbook dan menunjukkan peningkatan nilai pre-test 61,17 menjadi 70,75 pada post-test. Fase Disseminate mendistribusikan handbook ke empat lembaga, dengan penilaian yang cukup (nilai 72,22), meski diperlukan pendampingan implementasi. Program ini efektif meningkatkan kompetensi guru, tercermin dari peningkatan nilai rata-rata post-test dan penilaian peserta terhadap pelatihan sebesar 83,77 yang artinya baik. Terdapat empat rekomendasi berdasarkan hasil penelitian: (1) asesmen rutin sekolah, (2) kolaborasi antarguru, (3) kemitraan komunitas, dan (4) pengembangan versi digital handbook. Implikasi penelitian mendorong peningkatan kapasitas guru dan adopsi strategi pembelajaran inovatif. / Homeschooling in Indonesia faces the challenge of needing to improve teacher competence in accommodating student diversity. This research develops a teacher competence improvement program using the 4D model with the subject being Bintang Harapan Homeschooling teachers, Bandung. Data was collected through FGD, interviews, questionnaires, and expert validation over a six-month period. The Define phase identified six challenges: (1) teacher competence, (2) student diversity, (3) parent-teacher communication, (4) curriculum instability, (5) inter-institutional competition, and (6) public stigma. The Design phase produced a handbook consisting of two parts: "Understanding Homeschooling" and "Innovative Learning Strategies." The Develop phase validated the content, design, and technology used in the handbook and showed an increase in pre-test scores from 61.17 to 70.75 in the post-test. The Disseminate phase distributed the handbook to four institutions, with a fair assessment, although implementation assistance is needed. This program is effective in improving teacher competence, reflected in the increased average post-test scores and participant feedback score of the training at 83.77, which means good. There are four recommendations based on the research result: (1) routine school assessments, (2) teacher collaboration, (3) community partnerships, and (4) development of a digital version of the handbook. Research implications encourage increased teacher capacity and adoption of innovative learning strategies.