From Control to Collaboration: The Emerging Trend of Student-Centered Classroom Management to Boost Academic Achievement

Abstract

This study explores the impact of student-centered classroom management on academic achievement in Madrasah Ibtidaiyah, focusing on the shift from authoritarian control to collaborative, participatory practices. Conducted at MI Salafiyah Syafi’iyah Pancakarya Jember, the research employed a qualitative case study approach involving interviews, observations, and document analysis. Findings show that when students are involved in rule-making, peer collaboration, and reflective routines, classroom discipline improves, engagement increases, and academic performance rises. Teachers evolve from enforcers to facilitators, nurturing a respectful and democratic learning environment. Students respond with heightened motivation, responsibility, and deeper comprehension. Documentation reveals positive correlations between autonomy-driven tasks and improved test scores. The study aligns with social constructivist theory and Islamic pedagogical principles, affirming that collaborative management fosters self-regulated learning and character development. This research offers practical implications for transforming Islamic classroom culture through structured collaboration, reflective discipline, and shared ownership. It challenges traditional models of control by demonstrating that trust, respect, and participation create sustainable academic success and moral growth. The study contributes to educational discourse by positioning student-centered management as a key driver of holistic learning in faith-based schools.