<![CDATA[Effective classroom management is essential for creating supportive learning environments and sustaining students’ motivation, particularly in junior high schools with varying resources and institutional characteristics. This study aimed to describe and compare classroom management practices implemented to improve student learning motivation at SMPN 3 Pagelaran and SMPN 4 Pagelaran. A qualitative case study design was employed, involving principals, teachers, and students as research participants. Data were collected through participatory and non-participatory observations, structured and semi-structured interviews, and document analysis. The data were analyzed using the Miles and Huberman interactive model, which involved data reduction, data display, and conclusion drawing and verification. Data credibility was established through source and method triangulation, member checking, and peer debriefing. The findings indicated that both schools implemented classroom management through four main stages: planning, organizing, implementation, and evaluation. SMPN 3 Pagelaran emphasized differentiated instruction, technology integration, authentic assessment, and structured reflection, whereas SMPN 4 Pagelaran placed greater emphasis on contextual collaborative learning, consistent classroom rules, and direct feedback. Limited facilities and instructional time were identified as persistent challenges. Both schools addressed these challenges through collaboration with school committees and the provision of enrichment and remedial tutoring programs. The study concludes that adaptive, participatory, and context-sensitive classroom management practices can strengthen student engagement and learning motivation despite variations in school resources.]]>
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