<![CDATA[Islamic Cultural History (ICH) learning in Madrasah Ibtidaiyah plays an important role in developing students' historical knowledge, character, and Islamic values. However, ICH instruction still faces several challenges, including the dominance of lecture-based teaching, low student engagement, and the limited implementation of innovative instructional strategies. This article aims to examine the integration of expository, inquiry, and contextual approaches as an innovative strategy for ICH learning. The study employed a Narrative Literature Review method using content analysis to examine secondary data from books, journal articles, conference proceedings, and other relevant scholarly documents. The findings indicate that integrating these three approaches can create a more active, meaningful, and student-centered learning process. The expository approach provides a systematic foundation of knowledge, the inquiry approach develops students' critical thinking skills, while the contextual approach connects historical content with real-life experiences. This integrated strategy has the potential to enhance students' learning motivation, conceptual understanding, and internalization of Islamic character values. Its successful implementation requires improved teacher competence, adequate learning resources, and instructional strategies that accommodate students' characteristics.]]>
Copyrights © 2026
