Implementation Strategy of Student-Centered Learning-Based Adaptive Classroom Management in Madrasah Ibtidaiyah

Abstract

The implementation of Student-Centered Learning in Madrasah Ibtidaiyah requires adaptive classroom management strategies to accommodate the diversity of student characteristics and needs. However, its implementation still faces various obstacles, such as teacher dominance in learning, low student participation, and suboptimal differentiated learning. This study aims to analyze the implementation strategy of adaptive classroom management based on Student-Centered Learning at MIN 1 Manado. The study used a qualitative approach with a case study design. The research informants consisted of 13 individuals: 1 headmaster, 3 teachers of grades IV, V, and VI, and 9 students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model. The results showed that the implementation of adaptive classroom management was carried out through student-oriented learning planning, flexible classroom management, implementation of Student-Centered Learning, differentiated learning, and continuous learning evaluation. The success of the implementation was supported by teacher commitment, headmaster leadership, and teacher collaboration, although it still faced obstacles in the form of heterogeneity of student abilities, time constraints, and suboptimal implementation of differentiated learning. These findings enrich the study of Islamic Educational Management regarding adaptive classroom management strategies in Madrasah Ibtidaiyah.