<![CDATA[History learning in senior high school requires media that provide concrete, visual, interactive, and contextual experiences to support understanding of cultural heritage. This study analyzed students’ and history teachers’ needs for Virtual Reality (VR)-based history learning media to support cultural literacy through the Old City of Palembang. A descriptive needs analysis was conducted at the Analysis stage of the ADDIE model. Questionnaire data were collected from 73 Grade X and XI students using 20 items across five aspects: visual-digital learning interest; device readiness and digital literacy; cognitive ability and cultural heritage awareness; media design preferences; and evaluation and feedback needs. Semi-structured interviews with four history teachers were analyzed thematically. Students’ overall need for digital learning media was high (M = 4.02; reported achievement = 80.3%). All five aspects were rated high, with media design preferences receiving the highest mean (M = 4.18). The item on using images, animations, videos, and historical object visualizations received the highest score (M = 4.29; very high). Positive responses accounted for 77.3%, compared with 6.3% negative responses. Teacher interviews reinforced the need for more concrete and contextual history learning, historical object visualization, greater interactivity, simple navigation, local-context integration, and assessment and feedback features. These findings provide an empirical basis for designing VR-based history learning media that integrates the historical and cultural heritage of the Old City of Palembang to support students’ cultural literacy. The results indicate identified needs, not evidence of VR effectiveness; effectiveness requires further testing.]]>
