<![CDATA[This study aims to describe the adaptive classroom management strategies implemented by a fourth-grade teacher to create a conducive learning environment in the implementation of the Merdeka Curriculum at SD Negeri 4 Metro Barat, Metro City. This study employed a descriptive qualitative approach and involved one fourth-grade teacher as the primary research participant. The researcher collected the data through classroom observations, in-depth interviews, and documentation, and analyzed them using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings revealed that the teacher implemented a series of adaptive classroom management strategies, including rotating seating arrangements, establishing classroom agreements collaboratively with students at the beginning of the semester, providing individualized attention to both active and reserved students, restoring students' focus by calling their names, giving nonverbal cues, and varying voice intonation, as well as consistently fostering positive habits to support students' behavioral transition from third grade to fourth grade. The findings also indicated that the teacher evaluated successful classroom management based on students' calmness, attentiveness, and the achievement of learning objectives by at least half of the students. Overall, the findings demonstrate that the teacher created a conducive and inclusive learning environment by implementing adaptive, dialogic, and consistent classroom management strategies in accordance with the student-centered learning principles of the Merdeka Curriculum.]]>
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