LEARNING MANAGEMENT EFFECTIVENESS IN CREATING STUDENTS' RELIGIOUS CULTURE AT PUBLIC JUNIOR HIGH SCHOOLS IN METRO CITY

Abstract

Religious culture in public schools is a school-wide mechanism for translating religious values into students' everyday conduct. The dissertation underlying this article identifies a practical problem in Metro City: limited formal Islamic Religious Education time and uneven student engagement make value internalization difficult when learning is confined to classrooms. This study therefore examines learning-management implementation, effectiveness, and implications for creating religious culture at SMPN 1, SMPN 2, and SMPN 4 Metro. The study used a qualitative multiple-case design. Data were generated through naturalistic observation, structured and unstructured interviews, and school documentation involving principals, vice principals, teachers, staff, students, and supporting secondary sources. Credibility was strengthened through source, technique, and time triangulation, followed by within-case coding and cross-case analysis. Findings show a strong institutional rationale supported by preparation, socialization, habituation, teacher exemplarity, student participation, extracurricular enrichment, peer control, and programmed evaluation. These practices were associated with stronger discipline, learning motivation, orderly classrooms, and active participation in religious activities. Effective learning management institutionalizes religious values when curricular learning is integrated with daily school culture. School leaders should strengthen teacher consistency, parent involvement, learning resources, and systematic evaluation. Future studies should test the resulting management model across broader school contexts.