Authors:
Rasynal Tenrisanna, Benget Simamora

Addresses:
Department of Publishing, Politeknik Negeri Media Kreatif, Jagakarsa, South Jakarta, Indonesia. 

Abstract:

The management of a classroom is an essential component of effective teaching, particularly in vocational higher education, which emphasizes the acquisition of practical skills and the application of those abilities in real-world situations. Instructors in Indonesian Diploma (DIII) programs are expected to manage classrooms that incorporate theory, practice, collaboration, and skill development. The purpose of this study is to investigate the methods that vocational lecturers employ to manage their classes effectively and to investigate the difficulties that they face during the process of giving and receiving instruction. Data were collected through classroom observations, semi-structured interviews, and document analysis, with the participation of lecturers from a number of DIII programs. The methodology utilized was qualitative descriptive. The findings indicate that, to sustain productive learning environments, lecturers rely on student-centered learning, project-based activities, clear classroom norms, and the integration of theory and practice. There are, nevertheless, several ongoing problems that teachers must contend with. These challenges include a wide range of student competencies, limited facilities, time constraints, large class sizes, and varying levels of student enthusiasm. According to the study's findings, effective administration of vocational classrooms depends not only on lecturers' pedagogical abilities but also on institutional support and ongoing professional development.

Keywords: Vocational Education; Classroom Management; Lecturers’ Strategies; Instructional Strategies; Student Motivation; Educational Facilities; Collaborative Learning; Incorporate Theory.

Received on: 11/10/2024, Revised on: 05/12/2024, Accepted on: 06/02/2025, Published on: 09/09/2025

DOI: 10.69888/FTSTL.2025.000562

FMDB Transactions on Sustainable Techno Learning, 2025 Vol. 3 No. 3, Pages: 125-132

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