Strategi Guru Fiqih dalam Manajemen Kelas untuk Meningkatkan Kedisiplinan dan Konsentrasi Peserta Didik di MTsN 6 Agam

This study investigates the communicative competence, learning motivation, and classroom management of university teachers in China, aiming to understand their interrelationships and impact on teaching effectiveness. The study aimed to describe the profile of respondents in terms of sex, age, length of service, and highest educational attainment; determine the dimensions of communicative competence in terms of control, high standards, lenience, learner autonomy, warmth, leadership, certainty, and understanding; assess the learning motivation in terms of interest in seeking knowledge, ability pursuit, altruistic orientation, and reputation acquisition; assess classroom management strategies in terms of classroom discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, and psychological and social classroom environment; lastly, to propose a faculty development program. Surveying 425 university teachers, results indicate that most respondents are female teachers aged 36-45 with doctorate degrees and 6-15 years of service. The results show that teachers with higher levels of communicative competence are more effective in engaging students and maintaining classroom order. Moreover, teachers’ intrinsic and extrinsic motivations drive their professional development and classroom practices, highlighting the importance of continuous professional development and recognition systems to support these motivations. Effective classroom management strategies are crucial for enhancing learning outcomes and student engagement. Classroom management has a direct impact on student motivation and academic performance. Teachers who implement well-structured and supportive classroom management strategies tend to foster more positive learning environments. Variations in teaching effectiveness are more closely related to teachers’ personal approaches and professional growth than to their age, gender, or length of service. There are significant relationships between communicative competence, learning motivation, and classroom management, highlighting the importance of an integrated approach to professional development. A faculty development program was proposed based on the results of the study.

Teacher leadership in classroom management plays a central role in creating a conducive and effective learning environment, yet in-depth studies on optimal leadership styles remain scarce. This research explores the relationship between teacher leadership and classroom management strategies, focusing on the approaches employed, student characteristics, and the leadership skills required. Using a descriptive qualitative method, data were collected through field observations, in-depth interviews, and document analysis. The findings reveal that effective leadership in classroom management is characterized by the ability of teachers to design structured learning strategies, make adaptive decisions, and motivate students through approaches tailored to their cognitive and socio-emotional needs. Inclusive and collaborative leadership styles have been shown to enhance classroom discipline, resolve conflicts, and foster positive learning dynamics. This study provides essential insights for teachers and education administrators to develop leadership skills that effectively support the achievement of learning objectives. On a broader scale, strong leadership in classroom management not only improves the quality of classroom interactions but also contributes to the overall improvement of national education quality by fostering a generation of learners who are excellent and highly competitive.

Teachers’ proactive and reactive classroom management strategies are a significant component of teaching effectiveness. Teachers need to develop such strategies to structure a positive classroom environment. In addition, teachers’ self-efficacy beliefs concerning their classroom management strategies are equally significant. This research aimed to identify the teachers’ effective proactive and reactive classroom management strategies. It also sought to investigate the obstacles that inhibit proactive classroom management use and identify the association between teachers’ self-efficacy and classroom management practices. The research adopted a mixed-methods paradigm, consisting of two tools: a questionnaire and semi-structured interviews. The sampling included 80 Saudi teachers of English as a foreign language (EFL) participated in the survey and eight teachers participated in the interviews. The results showed that EFL teachers find proactive classroom management strategies more effective than reactive strategies. In addition, there was a difference between novice and experienced teachers’ effective classroom management strategies, in which experienced teachers found proactive strategies more effective. The findings also indicated that there are four types of obstacles that hinder proactive classroom management strategies. System-related obstacles (subject-centered curriculum and institutional rules), system/teacher related obstacles (institutional rules and teachers’ predispositions concerning e-tools), teacher-related obstacles (lack of understanding of the discipline plan), and student-related obstacles (unmotivated students). The final finding cited the positive association between teachers’ high self-efficacy and proactive classroom management application.

This study has explored to investigate whether the teaching years have anything to do with teachers' classroom management strategies. Also this study has investigated the relationship between teachers’ autonomy and their classroom management strategies. In other words, this study investigated the relationship between the level of teacher autonomy and the effectiveness of classroom management. Secondly, is there a relationship between teachers' classroom management and their level of autonomy based on their work experience? Also, the study wants to see if teachers' autonomy and years of teaching experience could predict their classroom management? And which of them is a predictor of their classroom management, teacher autonomy or teacher years of teaching? The participants of the study are 54 EFL teachers, working at grade 7-12, teaching at some high schools in Arak city. Most of the participants are BA and MA holders ranging in their year of experience from 2 to30. Two questionnaires are used in this research, Instructional management scale adapted from Martin and Sass (2015) to measure classroom management strategies and teacher work autonomy scale developed by Friedman (2005) to measure teacher autonomy. Pearson correlation method, linear regression analysis as well as Kendall correlation are used to analyze the research data. The study findings show that the classroom management strategies of English teachers are influenced by their autonomy. The findings also revealed that there was no relationship between teachers' classroom management strategies and their teaching experiences. Furthermore, the results indicated that teacher autonomy is a good predictor of classroom management.

The purpose of this study is to reconceptualize the homeroom management and classroom management for secondary school teachers. The result of the study is as follows: First, the homeroom management that has been usually miss-presented as `classroom management` in Korea is the concept comprizing the elements of homeroom management and those of teaching management together. Second is the re-conceptualization of classroom management. As the sub-concepts of classroom management, the homeroom (classroom) management and the teaching (classroom) management are also suggested. The classroom management is defined as `the conduct or ability to accomplish the educational activities successfully`. Meanwhile, the homeroom (classroom) management is defined as `the homeroom teacher`s conduct or ability to successfully accomplish the educational activities for class students` and the teaching (classroom) management as `the subject teacher`s conduct or ability to successfully accomplish the educational activities for the class`. Therefore, the teachers are asked to have the ability for classroom management - that is, both the homeroom (classroom) management ability as the homeroom teachers and the teaching (classroom) management ability as the subject teachers. Based on the results, this study suggests some school policies such as the sharing of effective classroom management strategies through the change of teachers` culture and the improving of working environment for better concentration to the classroom management.

One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.

Classroom management refers to the overall management of classroom resources, activities, and learners that result in a favourable environment for students' learning and balanced personality development. This task of effective classroom management is much more challenging and demanding on the part of teachers; therefore, the study aimed to investigate teachers' classroom management strategies at the secondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachers, and suggest strategies for effective classroom management at the secondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of interactive discussion before classes, in the beginning, development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in the class, identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade.Executive summary/AbstractDisruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction.Effective classroom management focuses on preventive rather than reactive procedures and establishes a positive classroom environment in which the teacher focuses on students who behave appropriately (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish the behavioral context of the classroom by specifying what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (Colvin, Kame'enui, & Sugai, 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993).Research on classroom management has typically focused on the identification of individual practices that have some level of evidence to support their adoption within classrooms. These practices are then combined under the assumption that, if individual practices are effective, combining these practices into a package will be equally, if not more, effective. Textbooks are written and policies and guidelines are disseminated to school personnel based on these assumptions. Without research that examines classroom management as an efficient package of effective practices, a significant gap in our current knowledge base still exists. Understanding the components that make up the most effective and efficient classroom management system as well as identifying the effects teachers and administrators can expect from implementing effective classroom management strategies represent some of these gaps. A meta‐analysis of classroom management which identifies more and less effective approaches to universal, whole‐class, classroom management as a set of practices is needed to provide the field with clear research‐based standards.This review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teacher's universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through 12th grade? What components make up the most effective and efficient classroom management programs? Do differences in effectiveness exist between grade levels? Do differences in classroom management components exist between grade levels? Does treatment fidelity affect the outcomes observed? These questions were addressed through a systematic review of the classroom management literature and a meta‐analysis of the effects of classroom management on disruptive or aggressive student behavior.Twelve studies of universal classroom management programs were included in the review. The classroom‐level mean effect size for the 12 programs was positive and statistically significant (d=.80 with an ICC=.05; d=.71 with an ICC=.10; p<.05). Note that cluster adjustments were required due to differences in reporting measures between classroom level outcomes and individual student level outcomes. The resulting effect sizes index classroom‐level differences and cannot be compared to the typical student‐level effect sizes commonly reported in the literature. Due to a lack of power to detect heterogeneity and lack of information reported in the studies reviewed, only the first research question could be addressed.Teacher's classroom management practices have a significant, positive effect on decreasing problem behavior in the classroom. Students in the treatment classrooms in all 12 studies located for the review showed less disruptive, inappropriate, and aggressive behavior in the classroom compared to untreated students in the control classrooms. The overall mean classroom effect size of either .80 or .71 indicates a positive effect that significantly impacts the classroom environment. To put our classroom‐level mean effect sizes into a comparable format with the more typical effect sizes, we back‐transformed our mean effect sizes using the original adjustment formulas (Hedges, 2007). Thus, the classroom‐level mean effect sizes of .80 and .71 are roughly comparable to student level effect sizes of .18 and .22 for ICC=.05 and ICC=.10, respectively. Teachers who use effective classroom management can expect to experience improvements in student behavior and improvements that establish the context for effective instructional practices to occur.

Effective classroom management is a crucial foundation in the success of learning in Primary School (SD), given the unique characteristics of students at this developmental age. This research aims to identify and analyze effective classroom management strategies that foster a conducive learning environment for elementary school students through a document study. The research method employed is qualitative, utilizing a literature review approach to analyze various sources, including scientific articles, textbooks, and research reports. The results of the analysis identified six main themes: (1) Preparation and Implementation of Clear Rules and Routines, (2) Development of Positive Teacher-Student Relationships, (3) Use of Active and Engaging Learning Strategies, (4) Implementation of Positive Reinforcement Techniques, (5) Implementation of Appropriate Proactive and Reactive Interventions, and (6) Creating a Supportive Classroom Physical Environment. These themes consistently appear in the literature as important factors in increasing student engagement, reducing disruptive behaviour, and creating a favourable classroom climate. This study concludes that effective classroom management in elementary school is multidimensional and requires the integration of various strategies that take into account the cognitive, social, and emotional aspects of students. The implications of this study underscore the importance of teacher professional development in adopting adaptive and evidence-based classroom management strategies to enhance the quality of learning at the primary education level.

Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.

This study aims to analyze classroom management strategies implemented by teachers in an effort to improve students' learning discipline. Discipline is one of the important factors that influence the success of the learning process. However, in practice, various obstacles are still found, such as low student compliance with class rules and lack of responsibility in completing assignments. This study uses a qualitative approach with a literature study method, which examines various literature related to classroom management theory and learning discipline. The results of the study indicate that effective classroom management strategies include the application of clear rules, consistency in enforcing discipline, the use of a positive approach, and strengthening interpersonal relationships between teachers and students. By implementing these strategies, teachers can create an orderly and conducive learning environment that encourages increased student discipline. These findings are expected to be a reference for education practitioners in improving the effectiveness of learning in the classroom.

This study investigated the relationship between teachers’ classroom management strategies, teacher competence, and learners’ academic performance in Senior High Schools under the Schools Division of Iloilo during the 2024–2025 academic year. Using a descriptive-correlational research design, the study aimed to determine the level of classroom management practices and teacher competence, as well as how these factors influence student learning outcomes. A total of Senior High School teachers participated, representing various strands and school contexts through stratified random sampling. Data were collected using a researcher-developed questionnaire that underwent expert validation and pilot testing. Learners’ academic performance was obtained from teachers’ official records in core subject areas. Findings showed that teachers demonstrated strong classroom management practices, particularly in promoting positive behavior, establishing clear routines, and using strategies that support student engagement. Teacher competence was likewise found to be high, especially in areas of professional knowledge, instructional skills, and interpersonal relations. Learners generally performed well academically, reflecting consistent achievement across subject areas. The analysis revealed that both effective classroom management and high teacher competence contribute positively to learners’ academic performance. Teachers who were able to maintain well-managed classrooms and exhibit strong professional skills tended to support higher levels of student achievement. Furthermore, teachers with strong competence were also more likely to employ effective management strategies. The study concludes that the combination of effective classroom management and high teacher competence plays a vital role in enhancing student learning. It recommends continuous professional development, improved instructional support, and the creation of positive and supportive school environments to strengthen teaching practices and further improve learners’ academic outcomes.

Disruptive behavior in the classroom can interrupt the development of academic and social behavior competence (Sutherland & Oswald, 2005). Problem behavior in the classroom often causes teachers to interrupt instruction and may influence others to engage in misbehavior. Therefore, effective classroom management strategies are essential for teachers to utilize. The purpose of this study was to investigate the multiple classroom management strategies which teachers use and the effects those strategies have on their students’ behavior and the teachers’ level of burnout. Participants included 68 K-3rd grade teachers and the students in their classrooms. Latent profile analysis was conducted to develop profiles of multiple classroom management strategies used by teachers. The model solution resulted in three profiles of multiple classroom management strategies, indicating the use of variable rates of praise, behavioral expectations and instructional management. An Ineffective profile used low rates of specific and general praise, moderate rates of reprimands and low amounts of behavioral expectations and instructional management. A Typical profile used higher rates of behavioral expectations and instructional management than the Ineffective profile. A Proficient profile used higher rates of specific and general praise than the other two profiles. Further, teacher levels of self-efficacy in classroom management, prior training and experience were added to the model as covariates. Using the Mplus Auxiliary function (Muthén & Muthén, 2007), differences among student variables and teachers’ level of burnout were compared. Significantly lower rates of aggression and a higher percent of time on task were found in classrooms in which teachers used a proficient profile of classroom management strategies. Implications of these findings are discussed for school-based school psychological practice.

Classroom management and immediacy have always been the interesting topics for the researchers throughout the time. However, barely has any study been done on both of teacher/learner points of view. This study is a survey type research, investigating the relationship between teachers' classroom management, verbal and nonverbal immediacy as perceived by their students. sample contained 20 teachers and 244 students taught by the same teachers from three English language institutes in Tabriz. instruments for the measurement of classroom management was Teacher Classroom Management Self-Reflection Inventory called The Incredible Years designed by Webster-Stratton (2012), and the questionnaire for measuring verbal and nonverbal immediacy was designed by Gorham (1988). Wilcoxon test and spearman correlation revealed that although there was a relationship between verbal teacher immediacy (VTI) and classroom management (CM), but, there was no relationship between CM and nonverbal teacher immediacy (NVTI). Further data analysis showed that teachers VTI was higher than NVTI. basic tool for interacting with students is the behavioral cues, so for the improvement of NVTI of teachers some pedagogical implications were provided, like including it in teacher training courses (TTC). Finally, some suggestions for further studies are stated for other researchers to conduct more comprehensible studies. Extended Abstract Classroom management and immediacy have always been the interesting topics for the researchers throughout the time. However, barely has any study been done on both of teacher/learner points of view. This study is a survey type research, investigating the relationship between teachers' classroom management and verbal and nonverbal immediacy as perceived by their students. sample contained 20 teachers and 244 students taught by these 20 teachers from three English language institutes in Tabriz. instruments for the measurement of classroom management was Teacher Classroom Management Self-Reflection Inventory called The Incredible Years designed by Webster-Stratton (2012), and the questionnaire for measuring verbal and nonverbal immediacy was designed by Gorham (1988). Wilcoxon test and spearman correlation revealed that although there was a relationship between verbal teacher immediacy (VTI) and classroom management (CM), but there was no relationship between CM and nonverbal teacher immediacy (NVTI). Further data analysis showed that teachers VTI was higher than NVTI. basic tool for interacting with students is the behavioral cues, so some pedagogical implications were provided for the improvement of NVTI of teachers like including it in teacher training courses (TTC). Finally, some suggestions for further studies are stated for other researchers to conduct more comprehensible studies. 1. Introduction To make a class as effective and productive as possible, we have to manage it with orchestration and coordination of entire classroom processes (Dobrescu & Grosu, 2014). According to Van Petegem, Creemers, Rosseel and Aelterman, (2006), in order to create a classroom in which the students have good feelings, a teacher must manage the conditions of the class and be cautious and make a strong learning environment. Marzano and Marzanos' research (2003) revealed that the action taken by teachers in classrooms is important compared to what educational systems are doing. They believe that learning and teaching can't occur in a classroom which is not managed properly. Talebi, Davodi and Khoshroo, (2015, p.592) believe that teachers' aim is to create positive or negative interactions with herself/himself and the learners. If the interaction is positive, then the learners are more eager to do their duties, do exercises, carry out assignments, and learn enthusiastically. As stated by Mehrabian (1996) for the first time, immediacy is the communication behaviors that “enhance closeness to and nonverbal interaction with another” (p. 203). He believes that by increasing “physical proximity” and “perceptual availability” of the speaker to the listener, the instructor is able to have greater immediacy. There are various studies about the relationship between immediacy and the successful learning in teaching processes. “The relationship of teacher immediacy to student learning has been explored in a series of studies which indicate that a teacher's use of communicative behavior that enhances physical and psychological closeness is positively related to learning outcomes” (Gorham & Christophel, 1990, p.46). study is going to answer the following research questions: 1- Is there any significant relationship between the learners’ perceptions of their teachers' verbal and nonverbal immediacy? 2- Is there any significant relationship between the teachers’ classroom management skills and the learners' perceptions of their verbal immediacy? 3- Is there any significant relationship between the teachers’ classroom management skills and the learners’ perceptions of their non-verbal immediacy? 2. Literature Review 2.1. Classroom Management Studies have shown that despite the courses for teacher training in most countries, teachers have always had problem with class management in real context of teaching process (Martin, Yin & Baldwin, 1998). Teachers' point of views and opinions on student behaviors and the interaction between student and teacher shapes the way they behave about classroom management tasks. Moreover, their basic understanding of classroom management and dynamics can affect this important task (Kagan, 1992). Classroom management is not just merely the physical arrangement. A teacher should manage to teach a subject in a given period of time. Thus without the control in a teaching process, a teacher might not be successful because no one can force a student to learn a subject (Demirel, 2009). 4. Results and Discussion 4.1. Results and Discussion This research had three parts of classroom management, verbal immediacy and nonverbal immediacy. For the accurate results among these three variables, the questionnaires were given to both sides (teachers and the learners). classroom management questionnaire was filled by the teachers and the immediacy questionnaires were filled by the learners, to see if actually what do they think of the accomplishments of these variables. previous researches were all one sided as they investigated these variables from teacher or learner point of view. However, the main aim of this research was to mix their ideas and see if there is any relationship between their ideas. Unlike Derkhshani's (2016) study, in which the data analysis revealed that there was a significant relationship between nonverbal behavior of teachers and their classroom management, surprisingly, the present research revealed the fact that there is no relationship between these two variables. reason behind this difference of results may be the process of data gathering in which the present study gathered the classroom management questionnaire from the teacher and nonverbal immediacy questionnaire from learners of the same teacher. This comparison of the ideas of both sides may result in more accurate conclusions.

Classroom management is a hot topic in schools today. The challenges associated with student problem behavior and classroom management often create problems for both teachers and schools. There is substantial research on behavior and classroom management indicating that teacher behavior can significantly influence student behavior and that intervening at the classroom level is an effective way to improve students’ behavior problems. Therefore, it would be beneficial to identify ways to support classroom teachers in using effective classroom management strategies. The purpose of the current study was to develop and evaluate a set of modules on the best practices in effective classroom management. The project consisted of two phases: Phase I) CCU modules were developed based on literature reviews and evidence-based interventions and Phase II) The CCU modules were piloted using the CCU Consultation Model with five elementary school classroom teachers using a multiple baseline design. In Phase II feedback was obtained from nine experts in the field of coaching and consultation and the CCU modules were revised based on the suggested feedback. The results of this study are promising that the CCU consultation process combined with the initial modules resulted in positive teacher and student behavior change. Teachers, school psychologists, school administrators and students would benefit from continued research on the CCU in conjunction with the developed modules using natural implementers in schools.