<![CDATA[This study analyzes classroom management problems in history learning at SMA Negeri 1 Praya Tengah, the factors causing them, and the solutions implemented by history teachers. A descriptive qualitative approach was employed. Data were collected through observation, open interviews, and documentation; credibility was examined through triangulation, while analysis involved data collection, reduction, display, and conclusion drawing. The findings show interconnected classroom management problems involving the preparation and adjustment of lesson plans and learning devices, limited and underused learning media, diverse student characteristics and learning interest, and the learning environment. The causes consist of internal and external factors. Internal factors include human resources—particularly low learning interest among some students and the mismatch between some teachers’ academic backgrounds and history education—as well as limited facilities and infrastructure. External factors include school and home environments that do not consistently support learning. Teachers respond by reviewing instructional management, discussing problems with fellow history teachers, approaching students personally, evaluating their own teaching practices, and revising subsequent lesson plans. School leadership support includes teacher training, budget provision for learning media, teaching materials, and improved facilities. The study indicates that effective history learning requires adaptive and collaborative classroom management supported by teacher competence and adequate learning resources.]]>
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