<![CDATA[This study aims to analyze students' and teachers' perspectives on science learning in order to identify real classroom needs as an effort to improve the quality of learning. The quality of science learning in Indonesia is still relatively low, as indicated by the results of the 2018 PISA (Paris-Illegible International Student Assessment) where Indonesia ranked 71st out of 79 countries for science assessment. This low quality is influenced by suboptimal learning processes, monotonous methods, and inadequate infrastructure. Teachers often face limitations in developing interactive learning media, while students tend to feel bored with theoretical material delivery. Improving the quality of learning can only be achieved through a deep understanding of the real conditions and needs in the classroom, which are bridged by the perspectives of students and teachers. Therefore, synergy between the two parties is essential to create an academic atmosphere that is more conducive and responsive to the challenges of the times. This study uses a descriptive qualitative method, aiming to understand and describe the perspectives, experiences, and meanings felt by students and teachers towards the science learning process. The sampling technique used was incidental nonprobability sampling, with a sample of 31 9th grade students and 1 science teacher at SMPN 2 Sidoarjo. Data were collected through observation, interviews, and questionnaires, analyzed using the Miles and Huberman method (data reduction, data presentation, and conclusion drawing). The results of the study indicate similarities and differences in views between teachers and students in aspects of learning implementation, challenges and solutions, and learning improvement. These findings are expected to provide a significant contribution as a basis for interventions to improve the quality of science learning based on real needs in the classroom.]]>
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