A Portrait of PLP Students’ Experiences in History Learning: A Comprehensive Analysis of Teaching Activities and Practices at SMAN 1 Langsa

Abstract

This study examines the experiences of students participating in the Professional Training Program (PLP) in history learning at SMAN 1 Langsa, with a focus on the dynamics of classroom activities and teaching practices implemented during the PLP process. The aim of this research is to comprehensively describe the forms of student involvement in the planning, implementation, and evaluation of history instruction, as well as to identify the challenges and strategies that emerge throughout the teaching practicum. This study employs a descriptive qualitative approach through classroom observations, in-depth interviews, and documentation of teaching materials. The findings indicate that PLP students are provided with direct opportunities to apply active learning approaches, utilize interactive media, and implement problem-solving strategies in delivering historical content. Although several obstacles were encountered, such as time constraints, classroom management difficulties, and the need to adapt to diverse student characteristics, the participants were able to develop pedagogical reflection and context-based methodological adjustments. This study contributes to strengthening the teaching experiences of history education students and offers empirical insights into the quality of PLP implementation as an integral component in the development of prospective teachers’ pedagogical competence.