<![CDATA[History education in secondary schools often relies on rote memorization of chronological facts, creating disconnection between students and their local historical realities. This study investigates how Passura' Toraja, traditional visual symbolism embedded in Toraja material culture, can be integrated into history learning to create culturally-grounded educational experiences. Employing qualitative descriptive design, this research examined integration practices at SMAN 5 Tana Toraja through classroom observations, semi-structured interviews with three history teachers, 35 students, and two cultural experts, and document analysis over three months. Data were analyzed using reflexive thematic analysis. Four key dimensions emerged: teachers possessed comprehensive cultural understanding enhanced through community collaboration; pedagogical integration occurred through multiple strategies including visual media, group discussions, and project-based learning; students demonstrated heightened engagement (91%) and strengthened cultural identity; and implementation success depended on facilitating factors such as teacher cultural competence while navigating constraints including limited instructional time. Findings demonstrate that Passura' functions as foundational framework for reconceptualizing history education, supporting culturally responsive pedagogy theory and place-based education scholarship. The research contributes practical models for integrating indigenous visual symbols into formal curriculum while addressing assessment challenges and sustainability concerns. Results indicate that culturally-grounded history education simultaneously advances academic objectives and cultural preservation, challenging dichotomies between academic rigor and cultural responsiveness in pluralistic educational contexts.]]>
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