<![CDATA[This study aims to examine the formation of a positive classroom climate in Islamic Religious Education learning at Madrasah Ibtidaiyah Ahmad Maryam Surakarta. The research adopts a quantitative descriptive approach to analyze students’ perceptions of classroom climate during the learning process. The objectives of this study are to identify the level of classroom climate positivity and to analyze its contribution to student engagement in Islamic Religious Education learning. The methodology employed involves a survey design using a structured questionnaire as the primary data collection instrument. The sample consisted of 30 students selected through total sampling. Data were analyzed using descriptive statistical techniques, including percentage analysis, to determine the distribution of students’ responses toward indicators of a positive classroom climate, such as teacher support, student interaction, learning comfort, and classroom discipline. The results indicate that 83.3% of students perceived the classroom climate as positive, 10.0% categorized it as moderately positive, and 6.7% perceived it as less positive. Furthermore, 86.7% of students reported increased learning motivation and active participation in Islamic Religious Education classes when a positive classroom climate was established. These findings suggest that the formation of a positive classroom climate plays a significant role in supporting effective Islamic Religious Education learning at the elementary level.]]>
