<![CDATA[This study aims to analyze the management of hermeneutics-based history learning in secondary schools and its implications for the development of students' critical thinking skills. The hermeneutics approach in history learning is considered important because it can help students understand the meaning of historical events in a more contextual, reflective, and interpretive manner. This study used a qualitative approach with descriptive methods. The research subjects included history teachers and students in secondary schools. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the stages of data reduction, data presentation, and conclusion drawing. The results showed that the management of hermeneutics-based history learning was carried out through lesson planning that emphasized the interpretation of historical sources, learning implementation that encouraged dialogue and critical interpretation of historical events, and learning evaluation oriented towards students' analytical and reflective abilities. Teachers acted as facilitators who guided students to understand the value, meaning, and relevance of history in contemporary life. The implementation of the hermeneutics approach also increased students' active participation, critical thinking skills, and historical awareness in understanding diverse historical perspectives. However, this study found obstacles in the form of limited learning resources, learning time, and teachers' in-depth understanding of the hermeneutics approach. This study concludes that hermeneutics-based history learning management can be a strategic alternative in creating more interpretive, humanistic, and contextual history learning in secondary schools.]]>
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