<![CDATA[Islamic classroom management combines order with the cultivation of religious character, yet empirical accounts of how Islamic Religious Education (PAI) teachers apply it in public schools remain limited. This study describes the strategies of PAI teachers in implementing Islamic classroom management at SMAN 1 Sinjai, the supporting and inhibiting factors, and the contribution to learning and student character. A descriptive qualitative approach was used, with PAI teachers, the principal, and students as purposively selected informants. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Teachers implemented Islamic classroom management in three stages. Planning integrated Islamic values into learning objectives and materials and designed habituation and discipline. Implementation relied on prayer, Qur'an recitation, religious advice, teacher role modeling, and the fostering of discipline, responsibility, and mutual respect, although some students still needed reminders. Evaluation covered attitudes, discipline, participation in religious activities, compliance with class rules, and learning outcomes. Supporting factors were school policies, religious facilities, teacher role modeling, and habituation programs. Inhibiting factors were differences in student character, low awareness of discipline, influences outside the school, and inconsistent application of Islamic values. Islamic classroom management supports religious habits, discipline, and an orderly learning atmosphere and requires continuous guidance, role modeling, and supervision. The findings reflect one school only.]]>
