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All Journal JUPE : Jurnal Pendidikan Mandala eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini J-ESA (Jurnal Ekonomi Syariah) At-Tarbawi: Jurnal Kajian Kependidikan Islam Action Research Journal Indonesia (ARJI) RESLAJ: Religion Education Social Laa Roiba Journal (Medical Scientific Journal) MESINA Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini Jurnal Inovasi Pendidikan dan Pembelajaran
Ferdiansyah Ferdiansyah
IAI Muhammadiyah Bima
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Dentistry Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Social Sciences

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Teacher strategies for managing disruptive behavior and student preferences: A case study in primary education Anang Ma'ruf; Ferdiansyah Ferdiansyah; Sukrin Sukrin; Tasrif Tasrif
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 11 No. 1 (2026): January - June 2026
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v11i1.14718

Abstract

Disruptive behavior in elementary classrooms can interfere with learning processes, classroom interaction, and students’ emotional comfort during learning activities. Previous studies have largely focused on teachers’ perspectives in managing disruptive behavior, while students’ preferences toward teacher strategies remain underexplored. This study aimed to examine teachers’ strategies in managing disruptive behavior and explore students’ preferences toward those strategies in elementary school classrooms. This study employed an exploratory qualitative case study design involving 15 participants consisting of five elementary school teachers and ten students (Male = 9, Female = 6). Participants were selected purposively based on their direct experiences with disruptive classroom behavior and classroom management practices. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. The findings revealed that teachers applied various strategies, including interactive learning, individual and empathetic approaches, behavior management, understanding students’ characteristics, and teaching social skills. Students generally preferred supportive, interactive, and emotionally safe classroom environments that encouraged participation and positive teacher–student relationships. The findings further showed that disruptive behavior was often related to boredom, emotional discomfort, and passive learning situations rather than merely intentional misconduct. From the perspective of Islamic education, classroom management was closely associated with the cultivation of adab, empathy, patience, and respectful social interaction. These findings indicate the importance of shifting from reactive disciplinary approaches toward more student-centered, emotionally supportive, and relationship-based classroom management practices to preventatively reduce disruptive behavior in elementary education.
Analisis Perkembangan Kemampuan Bahasa Anak Usia 4-5 Tahun Menggunakan Metode Read Aloud Siti Jubaidah; Sukrin Sukrin; Ferdiansyah Ferdiansyah
Jurnal Inovasi Pendidikan Dan Pembelajaran Vol. 1 No. 2 (2025): Juni
Publisher : Arfah BHMS Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/eduvasi.v1i2.50

Abstract

The development of language skills in early childhood is very important to prepare them for the challenges of further education. One effective method to develop children's language skills is the Read Aloud Method. This research was conducted at PAUD OI Balu to analyze the extent to which the application of the Read Aloud Method can affect the development of children's language skills aged 4-5 years. This research uses a qualitative approach with descriptive research type. Data collection techniques were conducted through direct observation, interviews with teachers, and documentation of learning activities in the classroom. Data sources in this study consisted of teachers who teach at PAUD OI Balu and 20 students aged 4-5 years who were involved in Read Aloud sessions. The research procedure involved observation of story reading activities, question and answer, group discussion, use of picture books and dramatization techniques applied by the teacher. The data analysis technique used was thematic analysis, in which the researcher identified patterns of children's language development based on the results of observations and interviews. The results showed that the Read Aloud Method had a positive effect on the development of children's language skills. A total of 60% of students showed good development in vocabulary, speaking ability, and story comprehension. Meanwhile, 25% of students were in the moderate development category, and 15% of students needed more intensive assistance to improve their language skills.
Co-Authors Abdul Haris Abdul Haris Anang Ma'ruf Anang Ma’ruf Aris Iwansyah Darmin Dinah Husniah Ema Septyawinanda Gufran Heni Kusumawati Hermansyah Hermansyah Ibrahim umb Ilham Ilham Irwan Juvita Juvita Luthfiyah Luthfiyah Mastorat Mastorat Mei Indra Jayanti Muammar Iksan Muarif Muarif Muhammad Rasyad Al Fajar Nur Husnul Khatimah Nurinsa safitriani Rosalinda Rosalinda Sagaf, Umar Siti Jubaidah Sukrin Sukrin Sukrin Sukrin Tasrif Tasrif Wahyu Mulyadi