Home⇛Universal Journal of Educational Research⇛vol. 4 no. 1 (2025)

Classroom Management Practices of Homeroom Teachers: Evidence from an Indonesian Islamic Private Elementary School

Padilah Tanjung | Wildansyah Lubis | Muhammad Ikhlas | Tania Simbolon | Fransiskus Temaziduhu Gulo | Kaisah Romadoni Harahap | Alisya Virgi Munthe | Elvita Br Sembiring

Discipline: Teacher Training

 

Abstract:

This study's objective is to analyze the implementation of classroom management by homeroom teachers at At-Taufiq Private Elementary School, an Indonesian Islamic private institution. A descriptive qualitative approach was employed, with data systematically collected through direct observation of classroom activities, semi-structured interviews, and relevant documentation analysis. Data were analyzed using a content analysis technique, identifying key themes and categorizing them for deeper interpretation. The findings reveal that the fifth-grade homeroom teacher effectively implements various educational management strategies. These include expository, inquiry-based, question-and-answer, and discussion methods to maintain student focus and engagement. Individualized approaches are employed, such as assigning tailored challenges and utilizing simple, cost-effective teaching aids to enhance learning without imposing financial burdens on parents. Moreover, teachers actively involve parents in monitoring student progress and utilize strategic seating arrangements to foster discipline. Despite these efforts, challenges persist in addressing the diverse learning needs of students. While the individualized approach reflects a strong commitment to student success, incorporating differentiated learning strategies is recommended to accommodate varying levels of student understanding better. Overall, the classroom management practices demonstrated a solid grasp of educational principles and a dedication to fostering a supportive learning environment. However, addressing the challenges related to student diversity will be crucial for further enhancing classroom management effectiveness.



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