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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
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