MANAJEMEN KELAS OLEH GURU DALAM PEMBELAJARAN BAHASA ARAB DI KELAS VI SD ISLAM KARAWANG

Abstract

This study aims to identify the implementation of classroom management by
teachers in Arabic language instruction for sixth-grade students at Sekolah Dasar
Islam Karawang and to explore the challenges faced in its application. The
background of this research is based on the reality that Arabic language learning at
the elementary school level still encounters various obstacles, particularly because
Arabic is not the students’ everyday language. This research employed a qualitative
approach with a descriptive method, allowing the researcher to gain an in-depth
understanding of the strategies applied by teachers in managing the classroom.
Data were collected through direct classroom observation, in-depth interviews with
teachers and students, and documentation analysis related to the learning process.
The findings indicate that teachers employ different classroom management
strategies tailored to the characteristics and activity levels of the students. For active
students, teachers provide group activities, discussions, and educational games to
channel their energy and enhance participation. Meanwhile, for less active students,
teachers use more structured learning approaches, such as individual guidance and
clear assignments. The main challenges faced by teachers include the diversity of
student abilities, low motivation to learn, disruptive behaviors from highly active
students, and difficulties in learning Arabic as a foreign language. To address these
challenges, teachers adopt flexible and adaptive approaches, give special attention
to students in need, and utilize a variety of teaching methods and media. This study
concludes that effective classroom management is crucial for the success of Arabic
language instruction and can significantly enhance student engagement and
achievement.