<![CDATA[The development of history learning in the Merdeka Curriculum demands a paradigm shift from the passive transfer of chronological facts to interactive, collaborative, and contextual learning experiences. However, observations in the 11th-grade class at SMAN 1 Blitar reveal a gap, where instruction remains dominated by conventional, textbook-oriented methods, resulting in low student engagement, limited connection to local history, and a high degree of individualism among students in a competitive academic environment. The purpose of this study is to design the HISTORICA (Historical Investigation and Roleplay Collaborative Learning) learning strategy using the systematic framework of Dick and Carey’s instructional design model. The research method employed is descriptive-qualitative, limiting the development process to the stage of designing the strategy and instructional materials. Initial data were collected through a needs analysis questionnaire administered to students and history teachers. The data analysis techniques used included data reduction, data presentation, and drawing conclusions. The results of the study produced a tactical instructional design in the form of a draft of the HISTORICA strategy that integrates six main elements: role-play, deductive thinking, critical investigation, group decision-making (voting), historical reflection, and intensive collaboration. This strategy serves as a conceptual recommendation for bridging the complexity of understanding historical figures while reducing students’ sectarian attitudes through a mechanism of binding cooperation.]]>
