<![CDATA[Classroom management in early childhood education involves not only managing children’s behavior but also organizing learning activities, classroom environments, routines, and interactions among teachers, children, and parents. However, empirical studies on classroom management in faith-based kindergartens, particularly in rural settings, remain limited. This study aimed to describe the classroom management system implemented at TK NU Inen Lemo, Beleke Daye Village, Praya Timur District, Central Lombok. The study employed a qualitative approach with a case-study design. Informants were selected purposively based on their involvement in planning, implementing, and evaluating learning activities. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed through data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings showed that classroom management was implemented through daily activity planning, simple classroom rules and positive reinforcement, arrangement of indoor and outdoor play facilities, integration of short Qur’anic chapter memorization with play and singing activities, communication with parents regarding children’s development, and weekly teacher evaluation. Consistent routines and positive reinforcement helped maintain order during learning activities, particularly during transitions. The religious component was delivered through short, repetitive, and enjoyable activities suited to children’s developmental characteristics. These findings indicate that planned, collaborative, and context-sensitive classroom management can support orderly learning and children’s engagement in faith-based early childhood education institutions. ABSTRAK Pengelolaan kelas pada pendidikan anak usia dini tidak hanya berkaitan dengan pengendalian perilaku anak, tetapi juga mencakup pengaturan kegiatan, lingkungan belajar, rutinitas, serta interaksi antara guru, anak, dan orang tua. Namun, kajian empiris mengenai pengelolaan kelas pada taman kanak-kanak berbasis pesantren, khususnya di wilayah pedesaan, masih terbatas. Penelitian ini bertujuan mendeskripsikan sistem pengelolaan kelas di TK NU Inen Lemo, Desa Beleke Daye, Kecamatan Praya Timur, Lombok Tengah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan dipilih secara purposif berdasarkan keterlibatan mereka dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperkuat melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa pengelolaan kelas dilaksanakan melalui perencanaan kegiatan harian, penerapan aturan sederhana dan penguatan positif, penataan sarana bermain di dalam dan di luar kelas, integrasi hafalan surat pendek dengan kegiatan bermain dan bernyanyi, komunikasi perkembangan anak dengan orang tua, serta evaluasi mingguan guru. Rutinitas yang konsisten dan penguatan positif membantu menjaga keteraturan selama pembelajaran, terutama pada saat transisi kegiatan. Muatan pesantren diterapkan melalui kegiatan singkat, berulang, dan menyenangkan agar sesuai dengan karakteristik perkembangan anak. Temuan ini menegaskan bahwa pengelolaan kelas yang terencana, kolaboratif, dan kontekstual dapat mendukung keteraturan pembelajaran serta keterlibatan anak pada lembaga pendidikan anak usia dini berbasis keagamaan.]]>
