<![CDATA[This study aims to describe the teacher's strategies in managing the classroom of third-grade students at SDN 15 Sungai Pinyuh based on three indicators proposed by Djamarah (2021), namely responsiveness, attention distribution, and group focus. This research used a qualitative descriptive approach, with data collected through observation and interviews and analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings revealed that the third-grade teacher implemented classroom management strategies effectively. In terms of responsiveness, the teacher understood and responded to classroom situations quickly and appropriately while maintaining positive communication with students. In terms of attention distribution, the teacher distributed attention both visually and verbally to all students equally, enhancing their concentration and engagement. In terms of group focus, the teacher used signals, guidance, positive reinforcement, and effective pacing to maintain students' focus. Therefore, the classroom management strategies were implemented effectively and were consistent with Djamarah's (2021) theory, resulting in an active, conducive, and enjoyable learning environment.]]>
Copyrights © 2026
