<![CDATA[Classroom management is crucial in improving student learning outcomes, especially in addressing issues such as lack of focus and learning motivation. This research aims to analyze the impact of classroom management on student learning outcomes in Indonesian language subjects at SD As-Sunniyyah Kencong. This research employed a quantitative approach with a one-group pretest-posttest pre-experimental design and involved 25 6th-grade students selected through purposive sampling. The instruments used in this research included observation, Likert scale questionnaires, interviews, and documentation to obtain comprehensive data. The research results indicate classroom management significantly influences student cognitive, affective, and psychomotor learning outcomes. The paired T-test results yielded a p-value of 0.000, indicating a significant difference between learning outcomes before and after the implementation of classroom management. These findings are consistent with J. Ellis Ormrod’s learning environment theory, which states that good classroom management can improve the quality of learning and student learning outcomes. In addition, effective classroom management also contributes to increased motivation, active student engagement, and the creation of a conducive learning atmosphere. Thus, this research confirms that optimal classroom management can be an important strategy for improving the quality of learning in terms of material understanding, learning attitudes, and student skills. Therefore, educators need to continuously develop effective classroom management strategies to support the achievement of maximum learning outcomes]]>
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