<![CDATA[Meaningful learning requires teachers not merely to deliver content, but to treat learners as whole individuals with diverse needs, potentials, and backgrounds. This study is a Classroom Action Research (CAR) employing a qualitative approach, aimed at describing the implementation of a humanistic approach as a teacher strategy to build enthusiasm and acceptance of learning among students in class 7H, as well as identifying factors influencing the variation in responses observed. The research was conducted in one action cycle following the stages of planning, acting, observing, and reflecting, involving 32 students as subjects. Data were collected through participatory observation, response questionnaires, and unstructured interviews, then analyzed using the Miles and Huberman interactive model supported by simple descriptive statistics. The findings show that 84% of students responded positively to the humanistic approach, while 16% exhibited low engagement influenced by four factors: learning motivation, prior conventional learning habits, social relationships, and introverted personality traits. These findings confirm that the success of a humanistic approach is conditional rather than automatic, requiring teachers to design differentiated strategies that accommodate learner diversity. The novelty of this study lies in mapping four determinant factors of acceptance toward the humanistic approach specifically within the context of seventh-grade students in Indonesia, a dimension rarely made explicit in prior similar studies.]]>
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