<![CDATA[This study aims to analyze the perceptions of senior high school (SMA) history teachers in Semarang City regarding external (first-order) and internal (second-order) barriers to implementing learning media, as well as to identify the most dominant inhibiting factors. This research employed a qualitative approach with a phenomenological design. Data were collected through in-depth interviews, non-participant classroom observations, and documentation studies involving history teachers from three high schools with distinct managerial characteristics. Data validity was ensured through source triangulation, technique triangulation, and member checking. The results indicated that history teachers inherently possess high self-efficacy, positive pedagogical perceptions, and no technophobia. However, media optimization is severely constrained by two dominant factors. From the external dimension, the primary obstacles are infrastructural disparities (particularly damaged projectors) and the pressure of limited curriculum time allocation. From the internal dimension, the most significant hurdle has shifted from a lack of technical competence (TPACK) to the psychological burden of classroom management. The greatest pedagogical challenge exhausting teachers today is managing fluctuations in student concentration caused by the massive misuse of smartphones (digital distraction and cybercheating) for non-academic activities during lessons.]]>
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