<![CDATA[This research was motivated by several social empathy issues found in the school environment, such as limited attention to others during the learning process, lack of concern for friends’ conditions, and behaviors that do not fully reflect respect and understanding of others’ feelings. History learning has the potential to develop students’ social empathy because it contains various human experiences, struggles, and suffering in the past. This study aims to describe students’ social empathy in history learning at SMA Negeri 4 Banjarmasin based on Daniel Goleman’s (1995) empathy indicators, namely the ability to listen to others, understand others’ perspectives, and sensitivity to others’ feelings. This study used a descriptive qualitative approach. Data were collected through interviews with history teachers, Guidance and Counseling teachers, and students, supported by observations and documentation studies. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results showed that students’ social empathy in history learning was generally in a fairly good condition. Most students were able to respect others’ opinions, understand human experiences in historical events, and show concern for friends experiencing difficulties. The ability to understand others’ perspectives was the most prominent indicator. However, some behaviors still reflected low social empathy, such as lack of attention during learning activities, laughing at students with special needs, and several violations recorded in Guidance and Counseling documentation. These findings indicate that history learning plays an important role in developing students’ social empathy through the cultivation of human values in historical events.]]>
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