Risk Management Practices and Their Impact on Learning Performance at the Elementary Islamic School
Abstract
This study examines how risk management practices influence learning performance in an Elementary Islamic School setting. Using a descriptive–analytical approach, the research explores how teachers identify, assess, and respond to academic risks that disrupt student achievement. Data were gathered through classroom observations, interviews, and documentation of student performance records. The findings reveal that learning risks—such as inconsistent attendance, low motivation, inadequate study habits, and classroom disruptions significantly affect students’ academic outcomes. Effective mitigation efforts, including structured monitoring, differentiated instruction, and strengthened teacher–student communication, demonstrate a positive impact on learning consistency and achievement levels. The study highlights that systematic risk management not only reduces potential barriers to learning but also enhances instructional quality and student engagement. Overall, the integration of risk-based strategies proves essential for improving academic performance and supporting a more resilient and adaptive learning environment in Islamic elementary education.
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