Classroom Management in Student Discipline at Sekolah Alam Karawang

Abstract

Classroom management plays a strategic role in creating a conducive learning climate and supporting the development of student discipline. In the context of nature-based learning, classroom management functions not only as a mechanism for controlling behavior but also as a pedagogical process that emphasizes participation, awareness, and meaningful learning experiences. This study aims to explore the nature-based classroom management strategies implemented at SMP Alam Karawang, analyze their impact on the development of student discipline, identify the challenges faced by teachers in managing nature-based classrooms, and formulate solutions to enhance the effectiveness of nature-based learning. This study employs a qualitative approach using a case study method. The research subjects consist of the school principal, two teachers, and six students of SMP Alam Karawang, selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation studies. Data validity was ensured through source and technique triangulation. The data were analyzed thematically through the stages of data reduction, data display, and conclusion drawing. The findings indicate that nature-based classroom management strategies at SMP Alam Karawang are implemented through a system of classroom agreements, experiential learning using the Belajar Bersama Alam (BBA) method, and differentiated instruction based on students’ interests and talents. These strategies have proven effective in fostering student discipline in an internalized and participatory manner. Learning evaluation is conducted continuously through regular supervision and portfolio-based report cards that assess both academic achievement and character development. Nevertheless, challenges arise in maintaining consistent discipline within open learning environments and in building public understanding of the nature-based school concept. This study concludes that humanistic and participatory nature-based classroom management can serve as an effective approach to fostering holistic student discipline.