“Pedagogy Based Classroom Management Strategies: A Case Study of Teachers at Public Elementary School

Abstract

This qualitative study aims to describe and analyze the classroom management strategies based on a pedagogical approach implemented by teachers at SD Negeri 24/II Koto Jayo, Pelepat Subdistrict, Bungo Regency, Jambi Province. The research adopts a single case study design involving seven homeroom teachers and two subject teachers as participants. Data were collected through participatory observation, in-depth interviews, and documentation. The findings reveal that the teachers planned classroom management systematically by organizing seating arrangements, setting clear class rules, and preparing detailed lesson plans. In practice, they created a supportive learning atmosphere through interactive teaching methods, ice breaking activities, and fostering positive communication between teachers and students. The study also finds that teachers addressed disruptive behavior not merely through punishment but by identifying underlying causes and involving students in setting classroom norms. Supporting factors include well-planned curricula, teachers’ pedagogical competence, and school support, while inhibiting factors are limited facilities, large class sizes, and students’ lack of awareness. These results demonstrate that the pedagogical approach in classroom management promotes a conducive learning climate, enhances student motivation, and encourages active participation. This research contributes to the development of contextual classroom management models in rural primary schools and provides practical insights for teachers, school principals, and policymakers to improve pedagogical competence and classroom climate. It is recommended that further studies explore similar models in various socio-cultural settings to strengthen the generalizability of best practices in pedagogical classroom management.