<![CDATA[Program Pengenalan Lapangan Persekolahan (PLP) merupakan wadah bagi mahasiswa untuk mengaplikasikan kompetensi keguruan secara langsung di lingkungan sekolah. Kegiatan pengabdian ini bertujuan untuk mendeskripsikan implementasi program PLP dalam mendukung kualitas pembelajaran di SMAN 1 Tanggetada. Permasalahan utama yang dihadapi mitra meliputi padatnya jadwal mengajar guru pamong serta keterbatasan infrastruktur pendukung pembelajaran, khususnya akses internet dan pasokan listrik yang belum optimal. Kegiatan dilaksanakan melalui pendekatan partisipatif dan pendampingan langsung selama 36 hari dengan melibatkan tujuh mahasiswa Universitas Sembilanbelas November Kolaka dari berbagai program studi kependidikan. Data kegiatan diperoleh melalui observasi partisipatif, dokumentasi lapangan, dan wawancara dengan kepala sekolah serta guru pamong. Hasil kegiatan menunjukkan bahwa kehadiran mahasiswa PLP memberikan dukungan terhadap proses pembelajaran melalui penerapan metode pembelajaran aktif, pendampingan kegiatan akademik, serta bantuan dalam pelaksanaan tugas administrasi pembelajaran. Berdasarkan hasil observasi dan wawancara, siswa menunjukkan antusiasme dan keterlibatan yang lebih baik selama proses pembelajaran, sementara guru pamong dan pihak sekolah merasakan manfaat berupa dukungan dalam pengelolaan kegiatan pembelajaran. Keterbatasan akses internet disiasati melalui optimalisasi metode pembelajaran interaktif secara luring. Kegiatan ini memberikan kontribusi positif terhadap ekosistem pembelajaran di sekolah serta mendukung upaya pencapaian Tujuan Pembangunan Berkelanjutan (SDGs) bidang pendidikan. Implementation of the PLP Program in Supporting the Improvement of Learning Quality at SMAN 1 Tanggetada Abstract The School Field Introduction Program (Pengenalan Lapangan Persekolahan/PLP) serves as a platform for university students to apply their teaching competencies directly in school settings. This community service activity aimed to describe the implementation of the PLP program in supporting learning quality at SMAN 1 Tanggetada. The partner school's main challenges included the heavy teaching workload of mentor teachers and limitations in educational infrastructure, particularly internet access and electricity supply, which constrained the implementation of technology-based learning. The program was conducted through a participatory approach and direct mentoring over a period of 36 days, involving seven students from Universitas Sembilanbelas November Kolaka representing various teacher education programs. Data were collected through participatory observation, field documentation, and interviews with the school principal and mentor teachers. The findings indicate that the presence of PLP students contributed to the learning process through the implementation of active learning strategies, academic assistance, and support for instructional administration. Based on observations and interview results, students demonstrated improved engagement and participation during classroom activities, while teachers and school administrators perceived benefits in managing learning activities. Limited internet access was addressed through the optimization of face-to-face interactive learning methods. Overall, the program contributed positively to the school's learning ecosystem and supported the achievement of Sustainable Development Goals (SDGs) in the field of education.]]>
