<![CDATA[This study aims to describe the implementation of School-Based Management (SBM) in Grade V at MI Madani Alauddin. The study employed a qualitative approach with a descriptive research design. Data were collected through observations and semi-structured interviews documentation, and were analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source triangulation and methodological triangulation. The findings indicate that the implementation of SBM in Grade V at MI Madani Alauddin has been carried out effectively. This is reflected in the systematic planning of learning activities, the implementation of instruction supported by a religious school culture and effective communication between the school and parents, conducive classroom management through the consistent application of classroom rules and persuasive approaches, and structured learning evaluation through assessment, remedial instruction, and enrichment activities. The implementation of SBM is supported by teachers' pedagogical competence, the leadership of the principal, a conducive school environment, positive teacher–student relationships, and a strong culture of discipline. However, several challenges remain, including limited technology-based learning media, insufficient variation in teaching methods, heterogeneous student abilities, limited instructional time, and the relatively low participation of some students during the learning process. Overall, the implementation of School-Based Management has made a positive contribution to improving learning effectiveness and educational quality in Grade V at MI Madani Alauddin.]]>
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