The Relationship Between Classroom Management and Infrastructure Management with Teachers' Pedagogical Competence at SDIT Sabilul Huda Elementary School in Cirebon City

Abstract

This study aims to: (1) describe the relationship between classroom management and the pedagogical competence of Al-Qur’an teachers at SDIT Sabilul Huda, Cirebon City; (2) analyze the relationship between facilities and infrastructure management and the pedagogical competence of Al-Qur’an teachers; and (3) identify the simultaneous relationship between both variables and teachers’ pedagogical competence. This research employed a quantitative approach with a correlational analysis method. The independent variables consisted of classroom management (X₁) and facilities and infrastructure management (X₂), while the dependent variable was the pedagogical competence of Al-Qur’an teachers (Y). Data were collected through questionnaires distributed to all Al-Qur’an teachers at SDIT Sabilul Huda for the 2024/2025 academic year (21 respondents) using a saturated sampling technique. Data analysis included validity, reliability, normality, multicollinearity, and heteroscedasticity tests, as well as simple and multiple correlation, multiple regression, coefficient of determination, and hypothesis testing (t-test and F-test). The results revealed that: (1) there is a significant positive relationship between classroom management and teachers’ pedagogical competence (r=0.548; sig.=0.010); (2) there is a significant positive relationship between facilities and infrastructure management and teachers’ pedagogical competence (r=0.889; sig.=0.000); and (3) simultaneously, both independent variables show a significant positive relationship with teachers’ pedagogical competence (R=0.891; F=34.559; sig.=0.000) with a very strong category. These findings indicate that effective classroom management and optimal utilization of facilities and infrastructure significantly contribute to enhancing the pedagogical competence of Al-Qur’an teachers.