<![CDATA[This study aims to describe the pivotal role of the homeroom teacher in managing inter-student conflict within Grade VII at SMP Pelita Cendekia Bogor, as well as to analyze the supporting and inhibiting factors involved. A descriptive qualitativeapproach was employed. Data were collected through observation, interviews, and document analysis involving Grade VII homeroom teachers, students, the school principal, guidance and counseling teachers, and subject teachers. The findings indicate that the homeroom teacher's role encompasses four management functions: (1) planning, through the exercise of autonomy and the creation of participatory classroom rules; (2) organizing, acting as a first responder and a communication liaison between the school and parents; (3) implementation, acting as a neutral mediator, a moral advisor grounded in restorative justice, and a designer of preventive strategies (such as random grouping); and (4) evaluation, focusing on changes in student behavior (outcomes) and post-conflict monitoring. Key supporting factors include the homeroom teacher's patience and empathy, autonomy granted by the principal, and open communication with parents. Meanwhile, inhibiting factors include the homeroom teacher's heavy teaching schedule, the emotional instability characteristic of early adolescence, and suboptimal coordination with guidance and counseling teachers.]]>
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