Background/purpose: Insufficient integration of local history into the national curriculum has resulted in students' limited understanding of their regional cultural identity. In Ciamis Regency, the Kagaluhan values embedded in Sanghyang Siksakandang Karesian (SSKK) hold great potential for character education but remain underutilized in history instruction. This study aims to analyze the integration of Kagaluhan values in high school history education and examine their impact on strengthening students' cultural identity. Materials/methods: Provide This study employed a qualitative method with a case study approach. Data were collected through in-depth interviews, classroom observations, and document analysis. The collected data were analyzed using the Miles and Huberman interactive model to identify patterns of Kagaluhan value integration in history education. Results: The findings indicate that integrating Kagaluhan values through connected learning, Problem-Based Learning (PBL), and Project-Based Learning (PJBL) effectively enhances students' historical awareness and character development. However, limitations in curriculum policies, learning resources, and teacher comprehension present significant challenges in implementing these values within history instruction. Conclusion: This study highlights the need for a more applicable model of history education based on local wisdom to bridge the existing gap. The findings emphasize the importance of policy support in incorporating local history into the national curriculum to preserve and strengthen regional cultural identity.