<![CDATA[In science teaching, managing the classroom remains a difficult issue to this day. Whether it is maintaining classroom order or properly organising every minute of the learning schedule, it has always been a challenging problem that science teachers must devote great effort to solving. To address this, a multi-site qualitative case study evaluated pedagogical management and interactional dynamics within the science curricula of two Indonesian junior secondary institutions. Grounded in behavioral and sociocultural paradigms, the research explored the reinforcement and group facilitation strategies of two veteran science educators, utilizing observational and interview data to integrate student perspectives. Thematic evaluation delineated two distinct pedagogical profiles. The first demonstrated a spontaneous reinforcement paradigm centered on digital media, acting primarily as a motivator; although this approach elicited substantial enthusiasm, it concomitantly resulted in asymmetrical student participation. Conversely, the second profile used a structured reinforcement paradigm centered on tactile, hands-on media. The final research findings show that effective classroom management cannot rely on a single method; three measures must be combined. First, use positive incentives to mobilise learners' enthusiasm, continuously encouraging everyone to maintain a stable learning state. Second, build well-structured, organised learning support, and then use a gradual, step-by-step "scaffolding" approach to help everyone keep up with the progress. Third, refine teachers' instructional ability to manage group interaction dynamics, so they can stabilise the collaborative rhythm of small teams and resolve unexpected situations smoothly]]>
Copyrights © 2026
