Classroom Management Based on Excellence Programs at Pesantren ANWAHA
DOI:
https://doi.org/10.61255/jupiter.v4i4.2064Keywords:
classroom management, excellence programs, pesantren, differentiated instruction, qualitative case studyAbstract
This study examines how classroom management is organized around excellence-program objectives at Pesantren ANWAHA and how institutional targets are translated into classroom practices. A qualitative single-case design was used with four purposively selected key informants representing pesantren leadership, program coordination, classroom teaching, and student experience. Data comprised semi-structured interviews conducted on 21-23 August 2026, one 90-minute observation of a Grade XI Intensive Tahfidz Al-Qur'an session on 24 August 2026, and institutional documents examined on 25 August 2026. Deductive and inductive thematic analysis generated seven interrelated themes: goal-oriented classroom planning, flexible classroom organization, target-responsive instructional management, discipline and character-based management, teacher-student relational mentoring, continuous monitoring and adaptive follow-up, and supporting and inhibiting conditions. Across the available evidence, program targets informed planning, grouping, instructional strategies, discipline, relational mentoring, monitoring, remedial support, enrichment, and regrouping, while pesantren values shaped expectations for responsibility, punctuality, adab, and respect. Direct classroom observation, however, was limited to the tahfidz program; evidence concerning the Arabic-English Language and Academic Achievement programs came primarily from interviews and documents. The findings therefore support a case-derived, context-bound framework for understanding how excellence goals can be operationalized in classroom management rather than a universally validated model.
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