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Minarni Nongtji
Program Studi Pendidikan Sejarah, Jurusan Pendidikan Ilmu Pengetahuan Sosial, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia
Religion Humanities Education Library & Information Science Other

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Classroom Management Strategies for Improving the Effectiveness of History Instruction in Grade 11A at SMAN 1 Sindue Tobata, Donggala Regency Miszartin Miszartin; Misnah Misnah; Mahfud M. Gamar; Minarni Nongtji
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.386-399

Abstract

Schools play a strategic role in developing students’ potential through effective and conducive learning processes. Effective classroom management contributes to increased student engagement, discipline, and learning effectiveness. This study aims to analyze classroom management strategies in enhancing the effectiveness of history learning in Class XI A at SMAN 1 Sindue Tobata. The background of this study is based on the continued presence of various obstacles in the learning process, such as low student attention and participation, disruptive behavior, and an unproductive classroom environment. The study employed a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results of the study indicate that the main challenges include students’ lack of discipline, varying learning abilities, and an uncomfortable physical classroom environment. To address these challenges, the teacher implemented classroom management strategies through the enforcement of discipline based on class agreements, the use of varied teaching methods such as discussions and question-and-answer sessions, and the management of the physical classroom environment, including seating arrangements, cleanliness, lighting, and ventilation. These strategies proved effective in increasing student activity, concentration, and engagement in learning. Thus, effective classroom management plays a crucial role in creating a conducive learning environment and supports the optimal achievement of history learning objectives.
Teachers’ Efforts to Boost Students’ Motivation and Interest in History at Balaesang State High School No. 2 Ayu Inda Lestari; Misnah Misnah; Mahfud M. Gamar; Minarni Nongtji
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.615-630

Abstract

This study aims to examine the efforts of history teachers to increase students’ motivation and interest in learning history at Balaesang State Senior High School 2. The study employed a qualitative approach involving the school principal, two history teachers, and eight students as research participants. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data presentation, and conclusion drawing. The findings indicate that students’ motivation and interest in learning history were generally in the moderate category. Learning motivation was reflected in students’ participation in discussions, willingness to ask questions, attention during lessons, and responsibility in completing assignments. Meanwhile, learning interest was evident in students’ enthusiasm for classroom activities, involvement in group work, and curiosity about historical topics. While some students viewed history as important for understanding past events and national values, others still perceived it as a subject dominated by memorization. To address these challenges, teachers implemented various instructional strategies, including discussions, presentations, question-and-answer sessions, debates, and project-based assignments. They also utilized visual media and educational technology, such as documentary videos and PowerPoint presentations, to make lessons more engaging and easier to understand. These efforts contributed to increased student participation, engagement, and understanding of historical material.
Co-Authors Ayu Inda Lestari Mahfud M. Gamar Misnah Misnah Miszartin Miszartin