Disrupted Discipline: Navigating the Classroom Management Crisis in Madrasah Ibtidaiyah Through Transformative Educational Strategies

Abstract

This study explores the crisis of classroom management in Madrasah Ibtidaiyah amidst shifting student behavior, weakened discipline systems, and pedagogical stagnation. Conducted at MI Miftahul Ulum Wirowongso in Jember, the research uses a qualitative case study method involving interviews, observations, and document analysis to uncover the root causes and potential solutions for disrupted discipline. Findings reveal that traditional authoritarian approaches fail to address the socio-emotional and spiritual needs of students in the digital age. Teachers often rely on reactive strategies while lacking training in transformative, student-centered classroom management. Students report feeling disengaged, excluded from decision-making, and uninspired by lecture-dominated instruction. The absence of positive reinforcement, reflective documentation, and character-focused management systems indicates a disconnect between Islamic pedagogical values and current practices. The study argues for a paradigm shift toward restorative, participatory, and values-based classroom strategies rooted in Islamic educational philosophy. Such a transformation positions discipline not as control but as a process of nurturing moral, emotional, and social growth. This research contributes a critical framework for rethinking discipline as an integral component of character formation, offering practical and conceptual guidance for educators and policymakers aiming to restore harmony and ethical development in Islamic elementary classrooms.