The Implementation of Classroom Management Concept Towards

Joyful Learning on Learning Activity

Yayah Rahyasih

Universitas Pendidikan Indonesia, Bandung, Indonesia

yayahrahyasih@upi.edu

Keywords: Classroom Management, Joyful Learning, Learning Model.

Abstract: Joyful learning is really influencing the condition and situation of learning. Therefore, the teacher is

demanded to be able to implement the concept that can create fun situation inside the classroom so that the

student feel comfortable during teaching and learning activity. This research implemented a descriptive and

qualitative method. While the objectives of joyful learning itself are encourage the learning ability of the

student make the teaching learning process is fun and satisfy for the student and to give charity fully

towards happiness, intelligent, competency, and success. A joyful learning process can be done by: first, by

arranging a comfortable room design by fulfilling health, second, by a living and varied learning

management that is implementing pattern and model of learning, a relevant media and learning sources and

also teacher movements that can increase students’ learning motivation. From the result and discussion, it

can be concluded that most of students (67%) do not feel a fun learning situation, and the rest (33%)

mention they are happy. It is the situation that should be handling immediately because learning should be

fun, for that it needs another effort for creating joyful learning completely.

1 INTRODUCTION

The quality of learning depends on teachers’

professionalism level. Therefore, a qualified teacher,

a teacher able to create a qualified and encouraging

learning ambience, is urgently needed. Teachers

who are mastering lots of learning models will

prevent students to feel bored or lose interest in

learning. They, in the other hand, will create a kind

of learning that is enthusiastic, joyful, and prompting

students’ achievement.

A joyful learning will be strongly influenced by

the students’ learning condition and ambience.

Therefore, it requires the teachers to be creative and

innovative in creating a joyful learning in a

classroom so that students will be comfortable and

enjoying the learning process itself. Teachers’

attractive and innovative skill will enable them to

create a joyful learning.

How the teacher is able to create such a joyful

learning is influenced by knowledge of the joyful

learning itself and skill of classroom management

that teachers are able to change the atmosphere into

a playful one. Thus, teachers have to implement a

learning method suitable with pupils’ characteristics.

Each class may have their own special learning

methods which are different with the others.

Classroom management based on behavioral

modification principles is a set of teacher activities

applied to develop desired student behavior and

reduce or eliminate undesirable behavior. Briefly,

teachers help students learn appropriate behavior

through the application of principles derived from

the reinforcement theory.

Classroom management is the process of creating

a positive socio-emotional climate in the classroom.

This view has a statute that learning activities will

develop optimally in a positive climate classroom,

which is the atmosphere of good interpersonal

relationships between teachers and students and

students with students. To create such atmosphere,

teachers play a key role. The role of teachers is to

develop a positive socio-emotional classroom

climate through the growth of healthy interpersonal

relationships. Thus, classroom management is a set

of teacher activities used to develop good

interpersonal relationships and a positive socio-

emotional classroom climate.

Rahyasih, Y.

The Implementation of Classroom Management Concept Towards Joyful Learning on Learning Activity.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 139-143

ISBN: 978-989-758-314-8

139

It is a type of classroom management that departs

from the assumption that the class is a social system

with group process as its core. In this connection the

basic presumption is that teaching takes place in

relation to a group. Thus, classroom life as a group

is seen as having a significant effect on learning

activities, although learning is considered as an

individual process. The role of teachers is to

encourage the development and effectiveness of

effective classroom systems. Therefore, classroom

management is a set of teacher activities to cultivate

and maintain effective classroom organization

(Depdikbud, 1982).

The term joyful learning derives from the word

“joyful” which means having fun while learning.

Dave Meier states that joyful learning is a learning

system that seeks to arouse interest, fully engage

students, and create meaning, understanding, and

value on students.

Joyful learning is a learning that has no pressure,

both physically and psychological. Because, any

kind of pressure will only dwarf the mind of the

students, while any freedom of its form will be able

to encourage the creation of a conducive learning

climate. Joyful learning is making the class fun,

avoiding it to become monotonous. Meanwhile,

according to Yanu Armanto, joyful learning is an

approach that can make students motivated to

continue to find out and keep learning.

Accordingly, joyful learning is the approach used

by teachers to make students more able to accept the

material delivered which is due to a pleasant

atmosphere and without tension in creating a sense

of pleasure. The creation of a sense of joy in this

matter is not a learning process that creates a noisy

and festive atmosphere. Also, feeling fun or excited

in classroom learning does not mean creating a

melee atmosphere but arousing interest, fully engage

students as well as creating meaning, understanding

materials and values that students are happy with.

2 METHODS

The object of research is the application of

Classroom Management concepts conducted by

elementary school teachers in implementing

Teaching and Learning Activities in Primary School

in Bandung.

The method used in this research is qualitative

descriptive research that describe and explain a

problem as it is, so is the disclosure of a fact by

collecting information relating to the object under

study. Through qualitative descriptive research, the

researcher seeks to find facts and deep

understanding of the reality from the perspective of

the person who in this case is the primary school

teacher. By using qualitative methods, the data

obtained will be more complete, more in-depth,

credible so that the research objectives will be

achieved.

Unicef say that Joyful learning has emerged as a

powerful concept to change the way we manage

schools and classrooms. Central to the success of the

programme is teacher empowerment. Teachers use

songs and games as well as a variety of locally

available materials, such as leaves, stones and trees,

as teaching tools. A joyful classroom is an active,

bright and cheerful place.

3 RESULTS AND DISCUSSION

From the Classroom Management variable, with the

number of respondents as many as 50 people came

from 10 schools. Through the total score of

responses to 10 proposed statements about the

implementation of the concept of Classroom

Management variable, it can be seen that some of

the variables have understood the concept of

classroom management (64%) and only a few have

applied the concept of Classroom Management.

From the phenomenon, it can be interpreted that

some other (34%) teachers have not implemented

and have not applied the concept of classroom

management in learning activities.

3.1 Joyful Learning Aspect

As for the variable of Joyful Learning, it is

conducted to elementary students in low and high

class, with the number of respondents as many as

100 students coming from 3 schools.

Based on the answers to 10 proposed statements

about the variables of Joyful Learning, it can be seen

that the variable of concept implementation is

already happy (43.3%), some just feeling happy

sometimes (48.3%) and a small part of them (8,4%)

feel uncomfortable. From the phenomenon it can be

interpreted that most have been happy and there are

still some perceived by students as not joyful

enough.

In detail the respondent's answers about the items

questions relating to joyful that 45 students (45%)

said that the teachers like to ask them singing, 9

students said no, and 46 students said sometimes. It

can be interpreted that the teachers do not always

ICES 2017 - 1st International Conference on Educational Sciences

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invite students to have fun by doing singing

activities.

Table 1: Teachers like to tell stories.

Questions

Answers

Yes

Sometimes

Teachers like to tell stories

Table 1 describes how most of students (57

students) answered that their teachers like to tell

stories. It can be assumed that students find it

enjoyable to listen to stories. By singing teachers

provide a fun experience for children, it is in

accordance with Wei et al (2011) research that

Joyful Learning provides a learning experience that

makes learners feel pleasure in the learning process.

Table 2: Teachers like to make students laugh.

Question

Answers

Yes

Sometimes

Teachers like to

make students

laugh

Table 2 shows that about 79 students answered

that sometimes teachers make them laugh.

Moreover, teachers conduct the learning process in a

serious manner. Laughter is interpreted as a pleasure

so that teachers should be able to create a child to

laugh freely because when the fun stops, learning

often stops too (Willis, 2007).

Table 3: Teachers are friendly.

Question

Answers

Yes

Sometimes

Teachers are friendly

Table 3 shows that 88 students feel the teacher to

be sometimes friendly, 9 students answered that

teachers are friendly and the rest answered that the

teachers are not friendly at all. Psychological studies

conducted by Christianson (1992) provide clinical

evidence of stress, boredom, emotion, low

motivation, and anxiety can be done individually,

and more in combination, lessons learned.

Table 4: Teachers often give reward.

Questions

Answers

Yes

Sometimes

Teachers often give reward

Table 4 with the question of whether the teachers

likes to give rewards, the students answered

sometimes as many as 27 (27%) and 73 students

(73%) said no. It means that teachers almost never

give rewards, something that should be done even

only with a small reward. According to Vygotsky

(1994) through play, all aspects of child

development can be improved. Students are seen

more zeal in applying the learning activities as

learning activities can be done while playing.

Table 5: Students are sad when teachers do not come.

Question

Answers

Yes

Sometimes

Students are sad

when teachers do

not come

Table 5 illustrates elementary students only

occasionally feel sad or disappointed when teachers

are absent with them, i.e. 76 people or 76%. Even 24

students or 24% of them said they did not feel sad or

disappointed. This illustrates the emotional

relationship between teacher and student is almost

non-existent, so the students do not feel lost if the

teachers are not attending the class. Teachers should

be able to teach their students to explore.

Exploration by Wolk (2001) can crawl into students

who can be a place of curiosity, inspire them to ask

questions, and help them find joy in learning.

Table 6: Students are happy being in the classroom.

Questions

Answers

Yes

Sometimes

Students are happy

being in the classroom

Table 6 shows that 76 people said that they are

happy being in classroom. While a 23 students state

that they are hesitate to feel the atmosphere of a

joyful class. Roulston (2010) said that teachers

should be able to use the strategies learned from the

education they get to provide a learning experience

that is enjoyable for students.

Ariawan et al (2017) say that the joyful learning

might be one of the strategies that a teacher can

choose in raising the students’ learning motivation.

Table 7: Teachers often assign difficult tasks.

Questions

Answers

Yes

Sometimes

Teachers often

assign difficult tasks

The Implementation of Classroom Management Concept Towards Joyful Learning on Learning Activity

141

Table 7 with the question of whether teachers

often give difficult tasks, about 45% or 45 students

answered yes and 46 students responded sometimes.

This illustrates that the teacher gives the task in

sufficient portion. Triastuti et al (2013) stated that

the percentage of active students in the

implementation of learning based on Joyfull

Learning is higher than the percentage of students'

activities on expository learning, and teacher activity

in managing learning based on Joyfull Learning

achieves excellent criteria.

Table 8: Teachers usually get angry when students do not

finish assignments.

Questions

Answers

Yes

Sometimes

Teachers usually get

angry when students do

not finish assignments

Table 8 with the question of whether the teacher

usually get angry if the students do not do the

assignment shows that most of them justify with the

answer "yes" as many as 66 students or 66%, and

only a few said no, that is 31% or 31 people. This

illustrates that the atmosphere of learning process is

more authorized, and less persuasive approach that

provides comfort to students. Wolk (2001) joyfull

learning can provide students with experience in a

way, students seek fun while studying, rewarding,

encouraging students to do many things, exhibiting

student work, playing while learning, comfortable

classrooms, and occasional play in outside.

Hasan et al (2015) say that joyful learning shows

that it is able to improve the students’ capability to

achieve the desired learning objective more

effectively and efficiently.

Table 9: Teachers often give suggestions as for the

students to be more respectful to parents through

stories/tales.

Questions

Answers

Yes

Sometimes

Teachers often give

suggestions as for the

students to be more

respectful to parents

through stories/tales.

Table 9 illustrates that some 50 students (50%)

answered that teachers do not always take advantage

of story-telling time by giving advice to respect for

parents, while the rest of the students answered that

teachers always provide a moral message to students

to honor their parents. Chopra et al (2013) say that

as educators, teacher have the responsibility to

educate and inspire the whole child - mind, heart,

and soul and put more joy into students’ experience

of going to school and get more joy out of working

inside one, joyful learning can flourish in school if

teacher give joy a chance.

Enjoyable learning should be supported by

security the environment, the relevance of teaching

materials and the assurance that learning in a manner

emotional will have a positive impact. Joyful

Learning learning model can spur students to build

your own concept through the task the teacher gave

at the beginning learning.

Overall, the learning atmosphere established

within the classroom has not been entirely enjoyable

and does not make students feel at home or

motivated to learn. There are some things that are

not in accordance with the concept of joyful learning

in teachers; for example, there are teachers who

focus more on the classroom as a place of learning,

and provide few opportunities for playing, there are

still teachers who are reluctant in giving rewards or

praises, and encourage students to achieve high

achievement. This shows that the teacher's

understanding of the concept of joyful learning is

still very low.

From the results of research and discussion about

the application of the concept of Classroom

Management implemented by elementary school

teachers and learning atmosphere perceived by

students, it is concluded that only some teachers

have tried to apply the concept of Classroom

Management in accordance with the classroom

management principles, in order to create a

supportive learning atmosphere. However, there are

still some teachers who do not pay attention to the

principles of classroom management which resulted

in the inappropriate learning atmosphere.

Based on the data found, there are still teachers

who have not fully understood the concept of

classroom management, so they could not apply the

concept of Classroom Management as a whole. it is

probably because some teachers are more

concentrated on other things that require a lot of

attention, al: (1) learning material, (2) learning

model, (3) curriculum, (4) RPP, (5) learning media

and other administrative activities which consumes

teacher’s mind and energy.

4 CONCLUSIONS

From the results of research and discussion, it can be

concluded that there are still many students who do

not feel happy in learning activities, some 43% other

enjoy the learning activities. This is a condition that

ICES 2017 - 1st International Conference on Educational Sciences

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must be fixed immediately. To achieve a fun

learning condition, the need for extra effort is an

absolute requirement so a supportive and fun

learning environment can be created.

A consolidation effort needs to be made on the

understanding and mastering Classroom

Management concepts for teachers. It can be done

through several ways, and those are; (1)

socialization and consolidation of the concept, (2)

workshops which is related to the principles of

Classroom Management.

As consolidating the understanding of classroom

management concept, in creating a fun learning

environment, teachers get a briefing in the form of

guidance or specific programs that can improve

teachers' understanding and skills in creating a fun

learning environment.

Improving the quality of teachers personally and

professionally should be done continuously by

involving various parties. one that can be done is by

providing education and training on the pedagogic

competence of teachers in learning as well as the

introduction of new methods more contemporary

which requires teachers more creative.

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