Abstract
Abstract
Classroom management has a significant role in supporting effective teaching and learning activities; however, many teachers have not implemented aspects of classroom management and often ignore these aspects. This study aims to determine the effectiveness of classroom management on student’s learning achievement. The research method was conducted using a quantitative approach to 30 students at Elementary School in Rambang Niru, South Sumatera, Indonesia through determinant coefficient data analysis techniques to determine the effectiveness. The results show that seating arrangements contributed by 0.64%, volume and intonation by 1.46%, speech by 0.63%, feedback by 0.85%, material adjustment by 0.63%, rulemaking by 0.19%, respect student opinions by 0.62%, neat and polite appearance by 0.023%, time adjustment by 0.05% and syllabus delivery by 1.92%. Class management data of totaling 30 students, shows that the highest percentage is in the range of 86-95 scores of 50% with a high level category. This shows that class management has been carried out very well. However, classroom management only contributes 7.39% to student’s learning achievement. 92.61% of student’s learning achievement is influenced by other factors, both internal and external factors. Internal factors significantly influence student achievement, although it is undeniable that external factors play a role in determining student’s learning achievement.