Bulletin of Educational Management and Innovation

When Caring Is Not Enough: The Promise and Limits of Socio-Emotional Classroom Management in Islamic Education

Fatia Putri Sholihah — 2026-06-28

Background: Although socio-emotional approaches are widely recognized as important for classroom management, limited research has examined how teacher-student relationships, emotional support, and behavioural regulation are enacted in everyday classroom practices. This gap is particularly relevant in Indonesian Islamic Education, where teachers are expected to foster not only academic achievement but also students’ moral and socio-emotional development. Therefore, this study explores the implementation of socio-emotional classroom management and its role in supporting effective learning environments.

Purpose: This study aims to explore the implementation of socio-emotional approaches in classroom management within Islamic Education learning at Indonesian junior high schools and to identify their contributions and challenges in fostering effective learning environments.

Method: This study employed a qualitative case study design. Data were collected through non-participant classroom observations conducted in four seventh-grade Islamic Education classes and analyzed thematically to identify recurring patterns and practices related to socio-emotional classroom management.

Findings: The findings revealed four major themes: positive teacher-student relationship building, teachers’ emotional responsiveness in creating a supportive classroom climate, adaptive instructional practices that enhance student engagement, and challenges in managing student behavior through socio-emotional approaches alone. The study found that socio-emotional practices promoted student participation, emotional safety, and positive classroom interactions. Nevertheless, the absence of a structured behavior management system reduced the effectiveness of classroom discipline. These findings suggest that effective classroom management in Islamic Education requires the integration of socio-emotional support with systematic behavioral and instructional strategies.

Why Similar Classroom Management Produces Different Student Engagement Outcomes in Islamic Schools?

Imelda Dwi Lestari — 2026-06-28

Background: Classroom management is widely recognised as a key factor influencing teaching effectiveness and student engagement. However, limited research has examined why similar classroom management strategies can yield different levels of student engagement within the same educational context.

Purpose: This study aims to investigate the implementation of classroom management practices and explore the factors contributing to variations in student engagement in Indonesian Islamic secondary schools.

Method: Using a qualitative case study design, data were collected through non-participant classroom observations conducted in four classes (IX B, VII F, VII E, and VII D) at SMP Muhammadiyah 1 Yogyakarta. Observations focused on classroom organisation, behaviour management, teacher-student interactions, and student participation in learning activities. Data were analysed using thematic analysis to identify recurring patterns and differences across the classrooms.

Findings: The findings revealed that teachers applied relatively similar classroom management strategies in all observed classes, including structured classroom organisation, time management, instructional routines, and behaviour regulation. Despite these similarities, substantial differences emerged in the levels of student engagement. Class VII E demonstrated the highest level of engagement, characterised by active participation, positive behavioural responses, and frequent interaction with the teacher, whereas Class IX B and VII D showed lower levels of engagement, characterised by passive participation, indifference, and limited responsiveness. These findings further demonstrate that teacher-student interactions and student behavioural responses play a crucial role in shaping engagement outcomes and help explain why similar classroom management practices result in differing levels of engagement.

Integrating mathematical literacy and self-regulated learning through PBL-based linear programming worksheets for culinary vocational students

Cinthia Kurnia Dewi — 2026-07-05

Background: Culinary vocational education requires students to make various decisions related to menu planning, ingredient allocation, production scheduling, cost efficiency, and profit optimization. These decision-making processes involve quantitative reasoning and problem-solving skills that are closely associated with mathematical concepts, particularly linear programming. However, many vocational students struggle to connect abstract mathematical concepts with authentic culinary contexts. In addition, mathematical literacy and self-regulated learning remain significant challenges, as mathematics instruction is often dominated by teacher-centered approaches and lacks contextual relevance. Consequently, students tend to demonstrate limited engagement, inadequate problem-solving skills, and low levels of learning autonomy. Therefore, innovative learning media that integrate authentic culinary contexts with active learning approaches are needed to foster these essential 21st-century competencies.

Purpose: This study aims to develop problem-based learning (PBL) worksheets on linear programming that are valid, practical, and effective in enhancing mathematical literacy and self-regulated learning among culinary vocational high school students.

Method: This study employed a Research and Development (R&D) approach based on the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were tenth-grade students enrolled in the culinary vocational program at SMK Negeri 6 Yogyakarta. Data were collected through observations, questionnaires, mathematical literacy tests, and self-regulated learning scales. The data were analyzed using descriptive statistics, paired-samples t-tests, and N-gain analysis to assess the effectiveness of the developed worksheets.

Findings: The findings revealed that the developed PBL-based worksheets met the validity and practicality criteria, as demonstrated by expert validation and positive student responses. Furthermore, the implementation of the worksheets significantly improved students’ mathematical literacy and self-regulated learning, as evidenced by the paired-samples t-test results (p < 0.05) and moderate N-gain scores. These findings suggest that contextualized, problem-based worksheets can promote more meaningful and self-directed mathematics learning among culinary vocational students.