<![CDATA[Physics learning does not only emphasize the mastery of concepts and calculations, but also requires students’ involvement in observing, exploring, discussing, and solving problems. In this process, behaviorism and humanism learning theories can be used as foundations for determining learning activities according to learning objectives and students’ conditions. This study aims to analyze the application of behaviorism and humanism learning theories and their relationship with physics learning models at SMA Negeri 2 Kejuruan Muda based on the experiences of two physics teachers. This study used a descriptive qualitative approach. Data were obtained through online interviews with two physics teachers and analyzed by identifying, grouping, comparing, and interpreting the interview results based on the research focus. The results showed that behaviorism principles were applied through the use of stimuli, practice and repetition, reinforcement, and activities that produced observable and measurable abilities. Meanwhile, humanism principles were applied through discussions, exploration, opportunities for students to express their opinions, learning experiences, independence, and reflection. Both theories could be applied together through structured learning activities followed by exploration, problem solving, practical activities or simulations, discussions, presentations, and reflection. Their implementation was adjusted to students’ characteristics, learning objectives, subject matter, available time, and facilities. The challenges identified included differences in students’ abilities and characteristics, limited time and facilities, and students’ readiness.]]>
