Class management is a determinant of creating a comfortable, conducive, and efficient learning atmosphere and learning objectives can be achieved. The purpose of this study is to see how the form of classroom management is conducive to SKI subjects through the research location at MTSS Muhammadiyah Padang Panjang. This research uses descriptive qualitative method and purposive sampling technique. To obtain data, researchers used observation, interviews, and documentation. The data processing techniques are: a) data reduction, b) data presentation, c) conclusion or verification. The data processing technique was used by researchers to obtain accurate research results. The research results that have been obtained by researchers are; 1) In conducting classroom management, a warm and enthusiastic teacher attitude is needed, creating challenges in the learning process so that students become enthusiastic, have the ability to vary and have flexibility in teaching so that students are active and try to focus during the learning process, emphasize positive things and instilling self-discipline so that the learning process is not disturbed and students have a sense of responsibility. 2) Skills in classroom management are preventive in the form of: a). Responsiveness and giving attention can prevent interference from students, b). Providing clear instructions can make students stay focused in the learning process. Then class management skills are repressive in the form of: a) Behavior modification, can make students quickly and easily understand the material because they do not take deviant actions during the learning process, b) Finding and solving problematic behavior can make the learning process comfortable, effective, conducive, and efficient. 3) Supporting factors for classroom management such as curriculum, buildings, and teachers. Inhibiting factors such as facilities and infrastructure, and students and families in classroom management can be a reference in improving or reducing the atmosphere of the learning process.