CLASSROOM MANAGEMENT REPRESENTATION IN STRENGTHENING ACADEMIC ACHIEVEMENT

Abstrak

Classroom management plays a crucial role in shaping both the effectiveness of the learning process and students’ academic achievement. This study focuses on exploring the representation of classroom management in strengthening academic achievement among students at SMPN 1 Lakbok. To obtain a comprehensive understanding of how classroom management is practiced and how it influences student engagement and academic outcomes, a qualitative case study approach was adopted. The study involved the school principal, subject teachers, and students who were selected through purposive sampling. Data were gathered using semi-structured interviews, participant observations, and document analysis. The credibility of the findings was established through source triangulation, methodological triangulation, and member checking procedures. Data analysis followed the interactive framework developed by Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing. The findings revealed three major themes representing classroom management in strengthening students' academic achievement: the implementation of active learning through group discussions that increased student engagement, the transformation of teachers' awareness in developing more varied instructional methods, and continuous learning evaluation to improve instructional quality. These strategies contributed to increased learning motivation, student participation, and academic achievement, as reflected in the improvement of students' average scores and the percentage of students achieving the Minimum Competency Criteria. This study highlights that classroom management functions not only as a means of controlling student behavior but also as a pedagogical strategy that supports the creation of a conducive and meaningful learning environment. The findings provide implications for teacher professional development, instructional improvement, and educational policy aimed at promoting active and student-centered learning