<![CDATA[Low student activeness remains a persistent challenge in history learning because classroom instruction is frequently teacher-centered, limiting students’ opportunities to participate, collaborate, and construct historical understanding. This study analyzed the implementation of gamification through Student-Centered Learning, examined its role in fostering student activeness, and identified supporting and inhibiting factors at SMAN 11 Tana Toraja. A qualitative case study was conducted using classroom observations, in-depth interviews with the principal, history teacher, and students, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was ensured through triangulation. The findings revealed that gamification was implemented through planning, design, implementation, reflection, and evaluation. This process enhanced students’ cognitive, behavioral, and social engagement through collaboration, historical inquiry, problem solving, and reflection. The study proposes a Gamification Implementation Model integrating Student-Centered Learning, student engagement, and student activeness, providing theoretical contributions and practical guidance for sustainable history learning in resource-constrained rural secondary schools.]]>
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