IMPLEMENTATION OF REWARD AND PUNISHMENT IN CLASSROOM MANAGEMENT IN ELEMENTARY SCHOOL
Abstract
Abstract
This study aims to examine the role of the implementation of reward (praise) and punishment (penalty) as strategies in classroom management at the elementary school level, using a qualitative research approach. Data collection techniques are conducted through triangulation (a combination), and data analysis is inductive in nature. Reward, which in Islamic educational tradition is known as 'targhib,' serves to enhance achievement and build positive habits through verbal, nonverbal, light material rewards, and formal recognition. On the other hand, punishment, or 'iqāb,' is used as a corrective method to prevent violations and maintain discipline. The success of the application of these two strategies heavily relies on balance, relevance, timeliness, and an educational nature free from emotional influence. Effective classroom management requires a disciplined approach based on agreements between teachers and students to create a conducive learning environment. The findings of this study recommend that teachers prioritize rewards for the learning process, stop giving material rewards once positive behavior becomes a habit, and implement punishment proportionally and progressively. Furthermore, it is important to involve students in the agreement on the forms of reward and punishment and to conduct ongoing evaluations to adjust classroom management strategies to make them more effective and meaningful.
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