<![CDATA[Physics learning not only focuses on understanding concepts, but also requires active student participation in the process of observing, asking questions, discussing, experimenting, and solving problems. This study aims to analyze the strategies of physics teachers in implementing student-centered learning, despite limitations in laboratory facilities at SMA Negeri 1 Pantai Cermin. This study uses a qualitative descriptive approach with a physics teacher as the research subject. Data were collected through interviews, observations, documentation, and supporting information obtained from several students, then analyzed descriptively based on several themes, namely planning, implementation, model selection, student involvement, use of media and learning resources, and laboratory conditions. The results show that teachers design learning by considering learning objectives, students’ initial abilities, and their learning conditions through a diagnostic assessment process or pre-learning exam. Learning models are chosen flexibly based on student characteristics and subject matter, while student involvement is carried out through various activities such as questions and answers, group discussions, practice problems, direct practice, and problem solving. Teachers use books, the internet, videos, PhET simulations, and simple tools in the classroom because the laboratory is undergoing a change in function. These findings indicate that by adjusting strategies, media, learning resources, and practical activities, a student-centered learning approach can still be implemented even with limited laboratory facilities.]]>
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