Understanding Classroom Management Practices in Supporting Effective Learning: A Qualitative Case Study at SDN 20 Kota Bengkulu

Abstract

Effective classroom management is a fundamental component of successful learning, as it enables teachers to establish an orderly, supportive, and engaging learning environment. This study aims to examine classroom management practices employed by teachers in supporting effective learning at SDN 20 Kota Bengkulu. Employing a qualitative case study design, this research explores how teachers manage classroom environments, facilitate student engagement, address behavioural challenges, and create conditions conducive to learning. Data were collected through classroom observations, semi-structured interviews with teachers, and relevant documentation, and were analysed thematically to identify recurring patterns and significant practices. The findings indicate that effective classroom management at SDN 20 Kota Bengkulu is reflected in several interconnected practices, including the establishment of clear classroom rules and routines, the implementation of positive teacher–student interactions, the strategic use of instructional activities, and the application of constructive approaches to student behaviour. Teachers also demonstrate flexibility in adapting their management strategies to students’ diverse characteristics, learning needs, and classroom situations. Rather than relying predominantly on punitive measures, teachers tend to employ communication, reinforcement, guidance, and consistent expectations to encourage students’ self-discipline and active participation. These practices contribute to a more conducive classroom atmosphere and support students’ engagement in the learning process. The study concludes that classroom management should be viewed not merely as a mechanism for maintaining order but as an integral pedagogical practice that shapes students’ learning experiences and academic participation. The findings provide practical implications for strengthening teachers’ classroom management competencies and developing more student-centred learning environments in elementary schools.