<![CDATA[The teaching of Islamic Cultural History (SKI) in Islamic Junior High Schools (Madrasah Tsanawiyah/MTs) often faces a dilemma between memorization targets and the depth of meaning inherent in historical values. This study aims to identify the problems faced by students and teachers in balancing memorization and comprehension in SKI subjects, as well as to formulate alternative solutions. The research method employed is descriptive qualitative with a case study approach. Data were gathered through in-depth interviews with SKI teachers, classroom observations, and student questionnaires across several MTs. The results reveal two primary issues: Memorization Problems, triggered by overloaded material (names of figures, dates, and locations) and the dominance of conventional lecturing that induces boredom; and Comprehension/Meaning-making Problems, where students struggle to extract "ibrah" (moral lessons) from past events to apply in contemporary life due to exam orientations that remain cognitive-textual. This study concludes that a methodological reconstruction based on historical thinking and the utilization of interactive digital media are urgently required to shift the paradigm of SKI from merely a "memorization subject" into a "source of character values."]]>
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