Exploring teachers’ classroom management in Kulliyatul Mu’allimin Wal Mualimat Al Islamiyah (KMI) pesantren : a case study

Abstract

Classroom management is one part of teaching, and this research discussed the classroom management specifically in KMI (Kulliyatul Mu’allimin AlIslamiyyah) Pesantren. KMI Pesantren itself is a Pesantren that has the right of muadalah (Equivalence) from the Indonesian government to create its own curriculum and teaching. The aims of the study are to explore how the unique system of KMI Pesantren influences the classroom management conducted by teachers at KMI Pesantren, to explore how the strategies used by KMI Pesantren teachers in overcoming classroom management, and to understand how the impact of teachers' classroom management on student behavior at KMI Pesantren. Considering that KMI Pesantren itself has a wider scope than Pesantren in general. Using a qualitative methodology, this study seeks an understanding of the classroom management used by teachers in Pesantren, how KMI system affects their classroom management, what their strategies and how they face the students’ behaviour. The data were collected through semi-structured interviews with 1 female teacher and 1 male teacher working in a KMI Pesantren, 2 male students and 2 female students. This research utilized thematic analysis, themes will be addressed, namely (1) Curriculum System in KMI Pesantren (2) Teacher classroom management strategies in KMI Pesantren (3) Impact of teachers' classroom management on student behavior at KMI Pesantren. The KMI curriculum in Pesantren integrates religious education, general education, Pesantren values, and dormitory life. These values are instilled since the beginning of the school year through Khutbatul Iftitah and learning contracts between teachers and students. The education system lasts 24 hours with a busy schedule, which sometimes causes student fatigue, but is still supported by regular coordination between teachers so that values and policies can be internalised properly. Classroom management strategies implemented include clear rules and procedures through learning contracts, the use of tasreh cards when absent attending the class, student “moving” (Combine male and female classroom) in some lessons in final year of senior high school period, positive reinforcement in the form of praise and rewards as santri teladan award, educational sanctions such as memorizing verses, and flexibility of teaching schedules, 9-10 lessons conveyed every day. In addition, the takhasus programme is provided for transfer students who do not start from grade 1 that aimed to ensure each student has the same understanding. The impact of this classroom management is seen in the formation of character and discipline without pressure, close relationships between teachers and students through intensive interaction and shared interests even to guru khidmah, the classroom layout is flexible and active participation of students in the learning process, and the creation of a collaborative and conducive learning environment.