When Caring Is Not Enough: The Promise and Limits of Socio-Emotional Classroom Management in Islamic Education
DOI:
https://doi.org/10.56587/bemi.v3i2.155Keywords:
socio-emotional approach, classroom management, social-emotional learning, Islamic education, student engagementAbstract
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.
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