<![CDATA[Classroom governance plays an important role in shaping student well-being, participation, and inclusive learning environments. Although values-based leadership has received increasing scholarly attention, limited studies have examined how religious educational values are operationalized as practical governance mechanisms within classroom settings, particularly in public schools. This study aimed to investigate how Islamic educational values are operationalized within classroom governance structures to support a child-friendly learning environment. This study employed a qualitative single-case study design conducted at SD Negeri 50 Prabumulih, Indonesia. Data were collected through semi-structured interviews with school leaders, teachers, students, and parents, complemented by classroom observations and document analysis. Data were analyzed using reflexive thematic analysis. The findings revealed that Islamic educational values were systematically translated into classroom governance through five interrelated practices: participatory rule formation, relational authority structures, humanistic behavioral regulation, reflective monitoring, and collaborative accountability. Principles such as ‘adl (justice), rahmah (compassion), amanah (responsibility), and la darar wa la dirar (non-harm) functioned as procedural governance mechanisms that guided classroom interaction, decision-making, and behavioral regulation. Rather than reducing teacher authority, these practices reconfigured authority into a more participatory and ethically grounded form. This study contributes to educational leadership scholarship by demonstrating how religious ethical values can function as operational governance mechanisms and strengthen values-based classroom governance within contemporary public education contexts.]]>
