This study aims to determine the factors causing learning burnout among tenth-grade students in history subjects at MAN 2 Kota Palu, the teacher's instructional strategies in history learning to prevent student burnout, and the attitudes of tenth-grade students when experiencing burnout during the history learning process. This research employs a descriptive qualitative approach, with research subjects consisting of one history teacher and 32 Class X B students at MAN 2 Kota Palu. Data were collected through interviews, observations, and documentation, and subsequently analyzed through data reduction, data display, and conclusion drawing/verification. The results revealed that student learning burnout was caused by several factors: physical exhaustion especially during afternoon classes dense history learning materials that require heavy memorization, student anxiety toward topics perceived as difficult, teacher-centered lecture methods, a lack of varied teaching methods, minimal use of learning media, long class durations without breaks, an unconductive classroom atmosphere, and learning activities dominated by note-taking. To mitigate learning burnout, the teacher implemented various strategies, including interactive lectures, discussions, question-and-answer sessions, assignments, presentations, the use of historical documentaries, educational games/icebreakers, and providing feedback to students. During periods of burnout, students displayed behavioral changes such as becoming quieter, being less active in taking notes, altering their sitting positions, and tending to leave assigned tasks uncompleted. This study is expected to provide valuable input for teachers, schools, and parents in addressing student learning burnout in history education.
