<![CDATA[This study examines pedagogical strategies for strengthening nationalism through history learning at Madrasah Aliyah Darud Da’wah Wal Irsyad Soni, Indonesia. It focuses on the implementation of history learning, teachers’ strategies for integrating nationalism values, and students’ responses to these learning experiences. A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with one history teacher and 14 Grade XI students, and documentation of learning activities. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that history learning was organized through structured instructional stages, including the communication of learning objectives, presentation of historical materials, discussion, assignments, and reflection. Four pedagogical strategies were identified: teacher role modeling, contextual use of learning media, dialogical discussion, and historical reflection. Students participated in classroom activities and articulated connections between historical values and everyday practices, including cooperation, respect for others, and maintaining unity. These findings highlight how purposeful pedagogical strategies can connect historical knowledge with character-oriented learning experiences in a religious secondary school context. However, the qualitative descriptive design does not establish causal effects or measurable changes in students’ nationalism. This study contributes contextual evidence on pedagogical practices for integrating nationalism values into history learning and offers insights for developing meaningful, reflective, and character-oriented instructional experiences.]]>
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