Managing Students' Physical and Spiritual Conditions Through Classroom Management in Islamic Education: a Study of Coastal Elementary Schools

This study explores the impact of both physical and spiritual classroom conditions, as well as the accessibility of educational resources, on students' motivation to learn within Islamic Religious Education (IRE) in a coastal elementary school environment located in Lamongan, East Java. Existing research extensively covers classroom management in urban and suburban areas. However, few studies investigate how the socio-cultural dynamics of coastal communities interact with classroom management. Specifically, more research is needed on how spiritual and physical classroom environments operate in rural coastal elementary schools. This study adopted a qualitative field research design. Data were collected through non-participant observation, semi-structured interviews, and document reviews. A total of twelve key informants participated, including the school principal, IRE educators, classroom teachers, and upper-grade students. The key innovation of this investigation is its cohesive framework that connects spatial and physical organization, play-based learning tools, and spiritual practices, specifically designed for the socio-cultural circumstances of coastal learners. The results reveal that a tidy, inviting, and thoughtfully arranged physical environment has a positive effect on students' concentration and emotional health. Additionally, the incorporation of educational games as instructional tools notably lessens feelings of disengagement and ignites intellectual curiosity. In addition, consistent spiritual practices (such as prayers before lessons and enforcing discipline) encourage the assimilation of Islamic principles. As a result, comprehensive classroom management that addresses both physical and spiritual aspects greatly enhances motivation to learn and contributes to character development in coastal elementary educational settings.