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All Journal DAAR EL-IDARAH: Journal of Islamic Education Management
Agil
Universitas Islam Zainul Hasan Genggog, Indonesia
Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Classroom Management Model in Making Islamic Religious Education Effective Agil; Ahmad Faris Noval Yahya; Aftrian Amelia; Bintan Mumtazah; Habibullah
DAAR EL-IDARAH: Journal of Islamic Education Management Vol. 2 No. 01 (2026): DAAR EL-IDARAH: Journal of Islamic Education Management
Publisher : Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M)  of Institut Badri Mashduqi Probolinggo Jawa timur Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jmpi.v2i01.341

Abstract

This study discusses the importance of classroom management in Islamic Religious Education (PAI) learning, given that effective classroom management plays a strategic role in creating a conducive, orderly, and religious learning environment. Such an environment is needed to support the achievement of PAI learning objectives, namely the formation of students’ noble character and morality. This study aims to analyze the concepts, strategies, and implications of classroom management in PAI learning through a literature study approach. The method used is a literature study by collecting and analyzing various primary and secondary sources relevant to the research topic. Primary sources include the Qur’an, hadith, and books of Qur’anic exegesis, while secondary sources consist of books, scientific journals, undergraduate research papers (skripsi), and articles related to classroom management and PAI learning. Data analysis techniques were carried out through reduction, categorization, and synthesis. The results show that classroom management in PAI learning can be implemented through strategies of arranging the physical classroom environment, managing humanistic and religious learning interactions, and applying discipline based on Islamic values. Teachers act as facilitators, motivators, and role models. Supporting factors include teacher competence and facilities, while hindering factors encompass students’ readiness and limitations in learning facilities.
Co-Authors Aftrian Amelia Ahmad Faris Noval Yahya Bintan Mumtazah Habibullah