<![CDATA[This study aims to determine the relationship between teacher efforts and classroom management at MTs Al-Wathaniyah Al-Hamidiyah, East Jakarta. The study employed a quantitative approach with a correlational design. The population consisted of 40 teachers, with a sample of 39 teachers selected using simple random sampling. Data were collected through observation and a questionnaire consisting of 48 items, with 24 items measuring teacher efforts and 24 items measuring classroom management. The data were analyzed using the Pearson Product Moment correlation, significance testing, and the coefficient of determination. The results showed that the mean score for teacher efforts was 85.54, while the mean score for classroom management was 81.64. The analysis produced a correlation coefficient of 0.717 with a significance value of 0.000, indicating a strong and positive relationship between teacher efforts and classroom management. Hypothesis testing resulted in a calculated t value of 8.973, which was higher than the t table value of 2.042, indicating that the alternative hypothesis was accepted. The coefficient of determination of 51.41% indicates that variations in classroom management were statistically associated with variations in teacher efforts by 51.41%, while the remaining 48.59% was associated with other factors not examined in this study. The findings highlight the importance of teacher efforts in supporting effective and conducive classroom management.]]>
