Operationalizing Gender-Based Classroom Management in a Pesantren-Affiliated Junior High School

Gender segregation is a longstanding practice in pesantren-affiliated schools in Indonesia, yet detailed analyses of its operationalization remain scarce. Objective: This study maps the planning, implementation, and evaluation processes of gender-based classroom management in a junior high school affiliated with an Islamic boarding institution. Methods: A qualitative case study employed purposive sampling. Data were collected through nonparticipant observations, semi-structured interviews with school leaders and teachers, and document analysis. Thematic analysis followed Miles et al.'s framework, with triangulation to ensure trustworthiness. Results: Kiai's directive anchors annual placement protocols, gender-coded class formation, and stakeholder briefings. Single-sex classrooms enhanced student comfort, verbal engagement, and alignment with religious norms while minimizing cross-gender distractions. However, variations in teacher communication strategies and the absence of longitudinal data highlight the potential reinforcement of gender stereotypes and limited insight into students' social development. Conclusion: Gender-based management offers pedagogical and cultural benefits but may constrain broader social skills. Recommendations include gender-responsive professional development and multi-stakeholder policy reviews to balance religious imperatives with inclusive, equity-oriented education.