Tantangan Manajemen Kelas Guru Sekolah Dasar dan Dampaknya terhadap Efektivitas Pembelajaran

Abstract

This study aims to analyze the problems experienced by elementary school teachers in classroom management as an effort to improve learning effectiveness. The study used a qualitative approach with a case study design conducted at the UPT SDN 107405 Sei Rotan with fifth-grade teachers. Data were collected through in-depth interviews using semi-structured guidelines, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that classroom management problems are influenced by several factors, namely the diversity of student characters, limited learning facilities and infrastructure such as infocus and internet networks, and teacher skills in utilizing technology. In addition, variability in the level of parental involvement and teacher readiness in responding to curriculum changes also contribute to obstacles. However, teachers have made various efforts to overcome these problems by adjusting learning methods, varying assessment techniques, collaborating with teachers and parents, and participating in professional development activities such as KKG and webinars. This study concludes that successful classroom management depends not only on teacher competence, but also on the support of the principal, supporting facilities, and effective communication with various school parties.