<![CDATA[Problem-Based Learning (PBL) in history education requires changes not only in activity design but also in classroom interaction and teachers’ capacity to adapt instruction to contextual conditions. This study analyzes interaction dynamics, teachers’ pedagogical adaptation strategies, and students’ learning experiences during PBL implementation in history classes at SMA Negeri 1 Praya Tengah, Central Lombok. A qualitative case-study design was employed. Participants comprised three history teachers and 32 eleventh-grade students. Data were collected through classroom observations, semi-structured teacher interviews, a descriptive student questionnaire and student interviews, and analysis of instructional documents. Qualitative data were analyzed thematically with NVivo 12, while questionnaire data were used descriptively to support interpretation. Three major patterns emerged. First, classroom interaction shifted from predominantly one-way communication toward two-way and multi-directional exchanges, with teachers increasingly acting as facilitators, mediators, and providers of scaffolding. Second, teachers developed adaptations including hybrid PBL, gradual scaffolding, problem chunking, differentiated learning resources, structured group roles, and reflective adjustment in response to student heterogeneity, time constraints, and difficulties in designing authentic historical problems. Third, 28 of 32 students (87.5%) reported more active involvement, while 24 students (75%) perceived that PBL helped them understand and analyze historical events more deeply; nevertheless, approximately one quarter still experienced difficulties with abstract or complex problems. These findings suggest that PBL in history education is better understood as an adaptive pedagogical practice whose quality is associated with interaction management, scaffolding, problem design, and differentiation rather than as a uniform instructional procedure]]>
