This research aims to compare the application of
classroom management elements, physical management, and rules and regulations
in science education between the Philippines and Indonesia. It also seeks to
understand student behavior management in science learning strategies in both
countries. The study employs a qualitative comparative descriptive method. This
comparative study used a purposive sampling technique whose research subjects
were science teachers from the Philippines and Indonesia. The data utilized in
this study consists of two types: primary and secondary. Primary data includes
interview results with teacher and observations of classroom management during
science lessons in each school. Secondary data includes science curriculum
documents from both countries and lesson plans prepared by teachers in each
school. Data validity is ensured through triangulation techniques. Data
analysis is performed descriptively using qualitative methods, assisted by QSR
NVivo software. The results showed that both countries have similarities and
differences in classroom management. The
science curriculum of the two countries has similarities in the fields taught,
namely biology, chemistry, physics, and earth and space. In terms of classroom
implementation, based on physical classroom management, rules applied and
management of student behavior, the two teachers who are the objects of
research have their own characteristics in managing the classroom. Management
is adjusted to the conditions in each school and student behavior, but with the
same goal, namely creating a conducive classroom with effective learning.
