<![CDATA[This study aims to analyze the transformation of teachers’ teaching practices through the implementation of an active learning approach and its implications for the quality of classroom learning. The background of this study is based on the continued dominance of teacher-centered learning practices, resulting in suboptimal student engagement in the learning process. This research employs a qualitative approach with a descriptive-analytical design. The research subjects consist of one teacher and 30 secondary school students selected purposively. Data collection techniques include observation, in-depth interviews, and documentation, while data analysis uses an interactive model consisting of data reduction, data display, and conclusion drawing. The results of the study indicate that the implementation of active learning is able to encourage changes in teaching practices from being teacher-centered to becoming more participatory. This is marked by increased student engagement in learning, including through discussions, group work, and the ability to express opinions. However, the transformation process does not occur instantly and faces various challenges, such as limited teacher understanding, students’ passive learning habits, and limited instructional time. Nevertheless, reflection and teacher commitment are key factors in supporting the success of this transformation. This study concludes that active learning functions not only as a teaching strategy but also as an approach that promotes a paradigm shift in teaching practices. Therefore, continuous support from both teachers and educational institutions is necessary to improve the overall quality of learning.]]>
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