<![CDATA[Islamic Cultural History (Sejarah Kebudayaan Islam, SKI) in Indonesian madrasahs is still largely taught through chronological memorisation, which neglects its affective dimension and hinders students' historical empathy. This study examined how role-playing was implemented to bring Islamic history to life and to foster historical empathy among eighth-grade students at MTs El Mahira, Bungo Regency, Jambi. A two-cycle classroom action research design based on the Kemmis and McTaggart model involved 30 students (15 boys and 15 girls) in the 2025/2026 odd semester. Data from observation, interviews with six purposively selected students, a three-indicator historical empathy rubric, and documentation were analysed with the Miles, Huberman, and Saldaña interactive model and triangulated. Before the action, 80% of the students were in the low category and judged past actors by present-day standards. Scripted role-play in Cycle I raised enthusiasm but not empathy. Inquiry-based role-play on the Battle of Badr in Cycle II raised mean scores for contextual recognition from 55 to 82, decision-making perspective from 48 to 78, and affective care from 40 to 85, with 86% classical mastery. Role-playing grounded in valid sources, graduated scaffolding, and reverent teacher guidance moves students from presentism towards contextual understanding and historical care.]]>
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