Student engagement plays an important role in supporting effective learning.
Therefore, pre-service teachers are expected to implement active learning strategies
that encourage students to participate actively during classroom activities. This study
aimed to explore pre-service teachers' experiences in engaging students through active
learning strategies and to identify the challenges they faced during classroom practice.
This study employed a qualitative approach using narrative inquiry. The participants
were two pre-service teachers from the English Education Department of Antasari State
Islamic University who were undertaking their Teaching Practice II (PPL II) at MAN
3 Banjar. Data were collected through semi-structured interviews and classroom
observations. The data were analyzed using thematic analysis. The findings revealed
that the participants implemented various active learning strategies, including question
and-answer activities, gamification, and collaborative learning activities. Their
experiences showed that active learning contributed to more interactive and student
centered classrooms, increased students’ participation, and strengthened teacher
student communication. The participants also experienced various emotional
responses, including nervousness, anxiety, confidence, satisfaction, and dissatisfaction,
which gradually shaped their professional growth. Furthermore, the implementation of
active learning enhanced their teaching confidence, adaptability, classroom interaction
skills, and reflective practice. However, several challenges were identified, including
the gap between theory and classroom reality, classroom management difficulties, time
management issues, and self-confidence concerns when dealing with diverse classroom
situations. This study concludes that implementing active learning strategies is a
dynamic and professionally enriching experience for pre-service teachers. While active
learning can effectively promote student engagement, its successful implementation
requires adaptability, confidence, and effective classroom management skills.