<![CDATA[This research is motivated by the importance of effective classroom management in lower grades to ensure a comfortable learning environment. In reality, at SDN 2 Pringga Jurang Utara, the 1st-grade homeroom teacher demonstrates excellent management in creating a conducive learning environment, despite the students' characteristics being in transition from their playtime phase. The purpose of this study is to describe the 1st-grade homeroom teacher's management in creating a conducive learning environment and to identify the impacts of this management in establishing a conducive learning environment. The research method used is descriptive qualitative. Data sources were obtained from the first-grade teacher and students at SDN 2 Pringga Jurang Utara, collected through observation, interviews, and documentation. Data analysis techniques include data reduction, data display, and conclusion drawing to provide an in-depth description of the management practices. The results of the study indicate that the 1st-grade homeroom teacher's management is carried out through dynamic classroom layout planning and a strong personal approach. The impact of this management is proven to significantly create classroom order without eliminating the element of children's playfulness, enhance students' focus and learning comfort, and minimize disruption during activity transitions. Furthermore, this conducive management has a positive impact on the academic readiness of 1st-grade students in absorbing learning materials as well as the optimal formation of disciplined character from an early age.]]>
