Teacher Classroom Management in Elementary Schools

Abstract

Class management is important for teachers to increase student involvement, foster academic success, minimize undesirable behavior, encourage students to carry out activities individually and in groups, and manage themselves through the learning process. However, classroom management carried out by teachers has not been carried out optimally, because students still act inconsistently with the rules by disrupting the learning process and not paying attention to the teacher when explaining lesson material. This research aims to determine the level of classroom management abilities of fifth-grade teachers in elementary schools. The research method used was qualitative. The subjects of this research were 5th-grade teachers in six elementary schools in the city of Surakarta. Data collection techniques used were questionnaires, interviews, and observations. Data analysis was carried out using Miles and Huberman interactive analysis. The results of this research show that the majority of teachers' classroom management abilities are at a good level based on classroom management indicators which consist of creating an appropriate learning climate, organizing study rooms, and managing interactions in teaching and learning activities even though there are still several obstacles in implementing classroom management. The results of this research can describe the teacher's level of classroom management and can contribute to improving the teacher's ability to manage the classroom optimally and effectively.