Peningkatan Prestasi Belajar Siswa Melalui Manajemen Kelas Di SMPN 5 Lempuing

Abstract

This study investigates the strategies employed by teachers in classroom management aimed at enhancing students’ academic achievement at SMPN 5 Lempuing. The research focuses on various aspects of classroom management, including instructional planning, time management, the implementation of appropriate teaching methods, classroom interaction management, utilization of media and learning resources, behavior management, feedback and evaluation, student motivation, and the handling of classroom diversity. Additionally, the study identifies supporting and inhibiting factors that influence the effectiveness of classroom management, as well as the solutions applied by teachers to overcome these barriers. A qualitative descriptive research design was adopted, utilizing observation, in-depth interviews, and documentation as data collection methods. The findings reveal that effective classroom management strategies involve comprehensive lesson planning, fostering a conducive and disciplined learning environment, and promoting positive teacher–student interactions. Key supporting factors include teachers' proactive attitudes and administrative support, whereas inhibiting factors comprise inadequate infrastructure, low student motivation, and poor physical classroom organization. Teachers addressed these challenges through persuasive communication, consistent rule enforcement, and strengthened collaboration with students and parents. The study concludes that well-executed classroom management significantly contributes to improving students' academic performance, affirming the pivotal role of teachers in creating a productive and supportive learning atmosphere.