Teachers’ Classroom Management Practices in Islamic Elementary Schools: Fostering Conducive Learning and Character Development

Classroom management plays a crucial role in creating a conducive learning environment and supporting students’ character development, particularly in Islamic elementary schools (Madrasah Ibtidaiyah). While numerous studies have explored classroom management in general educational contexts, research focusing specifically on classroom management practices within Islamic-based madrasahs remains limited. This study aims to analyze teachers’ classroom management practices in fostering a conducive learning environment at MI Ma’arif NU Islam Fitriyah and to identify the supporting and inhibiting factors influencing these practices.This research employed a qualitative approach with a descriptive design. Data were collected through classroom observations, semi-structured interviews with the madrasah principal and classroom teachers, and documentation. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that classroom management practices implemented by teachers are characterized by planned, humanistic, and participatory approaches that are integrated with the habituation of Islamic values in learning activities. Teachers perform multiple roles as classroom managers, facilitators, motivators, role models, and character educators. These practices contribute to the creation of an orderly, supportive, and comfortable learning environment that encourages active student participation. The study highlights that Islamic value–based classroom management plays a significant role in establishing a conducive learning atmosphere while simultaneously strengthening students’ character development. These findings contribute to the growing discourse on value-based classroom management and provide insights for strengthening pedagogical practices in Islamic elementary education.