Perceptions of Student Misbehavior and Restitution Practices in Addressing Primary School Misconduct at Madania Makassar

Abstract

Fostering a conducive classroom atmosphere is challenging for teachers aiming for ready, attentive, and productive student behavior. While various teaching strategies are employed to achieve learning objectives, not all effectively address the issue of student misbehavior. Classroom management, particularly addressing misbehavior, is a common challenge for teachers. Madania School emphasizes teacher training to manage students both during and outside lesson periods. This study explores teachers' perceptions of student misbehavior, their handling strategies, and the implementation of restitution through qualitative research involving interviews and surveys with SD Madania School teachers. The findings reveal a thorough analysis of teachers' perceptions through collaborative discussions, seeking solutions for enhanced student performance. Teachers employ diverse methods, including rewards, punishment, and restitution, for effective student management. Notably, experienced teachers favor restitution, which fosters heightened student awareness of mistakes and promotes improved performance and a positive class environment. The study emphasizes the importance of effective teacher practices, particularly restitution, in addressing misbehavior and cultivating a conducive learning atmosphere.