<![CDATA[This study aims to describe the symptoms of learning burnout, the factors causing learning burnout, and the strategies implemented by teachers to overcome student learning burnout in History subjects at SMAN Model Terpadu Madani Palu. This research is motivated by the continued presence of students experiencing burnout during the history learning process, as indicated by decreased concentration, low participation, and reduced learning interest due to the relatively long duration of lessons and the characteristics of the material, which are dominated by memorization. This study employs a descriptive qualitative approach with research subjects consisting of one History teacher and ten tenth-grade students from classes X-6 and X-7. Data were collected through observation, interviews, and documentation, and then analyzed using data reduction, data presentation, and conclusion drawing and verification techniques. The results show that symptoms of student learning burnout are reflected in decreased learning focus, low involvement in learning activities, a tendency to chat with peers during the learning process, and passive attitudes during classroom activities. The factors contributing to learning burnout include the long duration of learning sessions, the large amount of memorization-based material, learning environment conditions, and the lack of variation in teaching methods used. To address these issues, teachers implement various strategies, including the use of digital learning media such as ClassDojo and Wayground, the provision of ice-breaking activities, the use of humor in teaching, group discussions, and interactive quizzes. The implementation of these strategies has proven effective in creating a more engaging learning atmosphere, increasing student participation, and helping to reduce learning burnout in History subjects.]]>
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