<![CDATA[This study aims to analyze teacher professionalism in aligning teaching styles with students’ kinesthetic learning characteristics in the subject of Indonesian Islamic Cultural History (SKI Nusantara). The main problem in SKI learning so far is the dominance of the lecture method, which tends to overlook the needs of kinesthetic learners who require physical activity and direct involvement in understanding historical narratives. This research employs a qualitative approach with a case study method. Data collection techniques were carried out through questionnaires and in-depth interviews with SKI teachers. The results of the study indicate that teacher professionalism in aligning teaching styles is realized through three main stages: (1) differentiated learning planning that incorporates motor activities, (2) the implementation of active learning methods such as role play, and (3) the use of concrete object-based learning media. The study reveals that the synchronization between teachers’ teaching styles and students’ kinesthetic needs can enhance active engagement and deepen the understanding of historical concepts. However, teachers still face challenges in time management and limited classroom space for movement. This study recommends the importance of teacher creativity in utilizing the school environment as a history laboratory to accommodate students’ physical learning needs.]]>
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