THE EFFECT OF CLASS MANAGEMENT ON STUDENT LEARNING OUTCOMES IN ELEMENTARY SCHOOLS

Abstract

This study aims to analyze the effect of classroom management on students’ learning outcomes in the subject of Natural and Social Sciences at the elementary school level. The research is grounded in the premise that effective classroom management plays a pivotal role in creating a conducive learning environment, which in turn significantly influences student achievement. Preliminary observations and interviews revealed several issues, such as the lack of classroom order, insufficient reinforcement of character values, and the absence of seating variation strategies. Employing a quantitative approach with a correlational design, data were collected through questionnaires and classroom documentation involving 20 third-grade students at SD BM 6 Medan. Statistical analysis using the Pearson Product Moment correlation showed a significant relationship between teachers’ classroom management skills and students’ academic performance. The findings indicate that classroom management accounted for 13.80% of the variance in student learning outcomes, while learning facilities contributed 22.46%. Together, these factors explained 33.26% of the results, with the remaining 66.74% influenced by other variables. This highlights the essential role of classroom management and learning infrastructure in enhancing educational quality and supports the development of targeted strategies to improve student performance in primary education.