CLASSROOM MANAGEMENT STRATEGIES OF A CATHOLIC RELIGIOUS EDUCATION TEACHER IN SUPPORTING STUDENTS' LEARNING DISCIPLINE AT SMA NEGERI 1 SILAEN

Mega Sitanggang (STP Santo Bonaventura KAM)
Elisa Br Ginting (STP Santo Bonaventura KAM)

ACADEMIA: Jurnal Inovasi Riset Akademik
Vol. 6 No. 3 (2026)

Preliminary observation at SMA Negeri 1 Silaen indicated that students' learning discipline was not yet fully optimal, as reflected in tardiness, inconsistent attention, and uneven responsibility for completing assignments. This study aims to describe the classroom management strategies used by a Catholic Religious Education teacher to support students' learning discipline and the manifestations of that discipline. The study employed a qualitative descriptive design. Ten informants were selected purposively: one principal, one Catholic Religious Education teacher, and eight students. Data were collected through observation, in-depth interviews, and documentation, and were analyzed through coding, category development, data display, and conclusion drawing. Data credibility was examined through source and technique triangulation. The findings show that the most prominent strategy, consistently supported across data sources, was the establishment of clear behavioral expectations combined with supportive communication and humane corrective guidance. Other strategies included preventive monitoring, redirecting students to learning tasks, and habituating orderly behavior through repeated explanation, modeling, and practice. These strategies were reflected in rule compliance, responsibility for completing assignments, and orderly participation, although tardiness, limited attention, and inconsistent learning responsibility remained among some students. The study confirms that classroom management in Catholic Religious Education functions as a pedagogical process for developing discipline, responsibility, self-control, and mutual respect. ABSTRAK Observasi awal di SMA Negeri 1 Silaen menunjukkan bahwa disiplin belajar siswa belum sepenuhnya optimal, yang tampak pada keterlambatan, perhatian yang tidak konsisten, dan tanggung jawab penyelesaian tugas yang belum merata. Penelitian ini bertujuan untuk mendeskripsikan strategi pengelolaan kelas guru Pendidikan Agama Katolik dalam mendukung disiplin belajar siswa serta manifestasi disiplin tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif. Informan dipilih secara purposif dan berjumlah 10 orang, terdiri atas 1 kepala sekolah, 1 guru Pendidikan Agama Katolik, dan 8 siswa. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis melalui pengodean, pengelompokan kategori, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa strategi yang paling menonjol dan paling konsisten didukung oleh seluruh sumber data ialah penetapan ekspektasi perilaku yang jelas yang dipadukan dengan komunikasi suportif serta teguran korektif yang humanis. Strategi lain meliputi pemantauan preventif, pengalihan kembali perhatian siswa pada tugas, serta pembiasaan perilaku tertib melalui penjelasan, keteladanan, dan praktik berulang. Strategi tersebut tercermin pada kepatuhan terhadap aturan, tanggung jawab menyelesaikan tugas, dan partisipasi yang tertib, meskipun keterlambatan, kurang fokus, dan tanggung jawab belajar yang belum konsisten masih ditemukan pada sebagian siswa. Temuan ini menegaskan bahwa pengelolaan kelas dalam Pendidikan Agama Katolik berfungsi sebagai proses pedagogis untuk membentuk disiplin, tanggung jawab, pengendalian diri, dan sikap saling menghargai.