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This study aims to analyze how artificial intelligence (AI) using ChatGPT can improve the interactivity of history learning for high school students. This study uses a qualitative method with a case study approach, where data is collected through in-depth interviews, classroom observations, and documentation analysis related to the use of  AI-based educational technology in history learning. The research participants consisted of history teachers and high school students who had used AI in the teaching and learning process. The data obtained was analyzed using thematic analysis techniques to identify interaction patterns that emerged in AI-based learning. The validity of the data is strengthened through triangulation of sources and methods to ensure the accuracy of the findings. The results show that the application of AI significantly increases student engagement in understanding historical events through more interactive learning experiences. The contribution of this research provides insight for educators in optimizing educational technology to increase the effectiveness of history learning at the high school level..

The background of the research centres on the persistent challenge of low academic performance in history among students at SMA Depok, which is suspected to be influenced by inadequate learning motivation. The purpose of this study is to investigate the impact of learning motivation on students' history achievement and to identify strategies that can enhance this motivation. The research employs a qualitative methodology, utilizing a case study approach that includes in-depth interviews with 15 students and 3 history teachers, as well as classroom observations to capture real-time interactions and engagement. Data were analyzed through thematic analysis, where key themes related to motivation and academic performance were identified, followed by data triangulation to ensure the reliability and validity of the findings. Principal results revealed a significant positive relationship between heightened motivation and improved academic performance in history. The study concludes that targeted motivational strategies can lead to better academic outcomes. Its contributions to the field include providing valuable insights for educators seeking to improve student engagement and achievement in history through enhanced motivational techniques.