<![CDATA[The learning of Islamic Cultural History (SKI) regarding pre-Islamic Meccan society is frequently trapped in a singular narrative that reduces the concept of "Jahiliyah" merely to intellectual ignorance, lacking adequate socio-historical context. This literature review article aims to analyze the integration of historical empathy as an alternative pedagogical approach to understanding the life of pre-Islamic Meccan society. Through literature analysis, this study elaborates on three main aspects: the historical context of Meccan society, the fundamental concept of historical empathy, and the strategies for its integration in the classroom. The findings indicate that historical empathy can deconstruct students' black-and-white understanding through the contextualization of geographical conditions and asabiyyah (tribalism) traditions, the analysis of local noble values (muru'ah), and the application of perspective-taking methods in examining the socio-economic motives behind the Quraysh elite's resistance to the monotheistic mission. This approach effectively prevents anachronism and presentism biases, enhances higher-order thinking skills, and deepens the extraction of historical lessons (ibrah). The integration of historical empathy does not aim to legitimize past theological deviations but rather reconstructs SKI learning into a dialectical space that builds historical reasoning maturity, thereby producing students who are critical, tolerant, and wise in responding to social realities.]]>
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