The Implementation of Learning Interactions to Improve Instructional Quality: A Case Study of Teachers at SMPN 3 Ulu Belu

Learning interaction is a crucial factor in improving the quality of education in schools. However, in practice, its implementation at SMP Negeri 3 Ulu Belu has not been optimal. This issue is indicated by limited student engagement, predominantly one-way instructional communication, and school collaboration that has not been systematically managed, resulting in low learning motivation and overall instructional quality. This study aims to analyze the implementation of learning interaction in improving instructional quality at SMP Negeri 3 Ulu Belu, focusing on the roles of teachers, student engagement, the application of humanistic communication, school collaboration, and efforts to overcome obstacles in learning interaction. This study employs a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, teachers, and students. Data analysis was conducted using the Miles & Huberman model, which includes data reduction, data display, and conclusion drawing and verification. Data credibility was ensured through triangulation. The findings indicate that teachers play a central role in fostering dialogic, participatory, and humanistic learning interactions. Student engagement increases when teachers employ varied instructional methods and provide open spaces for dialogue. The implementation of humanistic communication creates a safe learning environment and enhances students’ self-confidence, while school collaboration supports the sustainability of learning interactions. The study concludes that effective and humanistic learning interactions significantly contribute to improving instructional quality.