The purpose of the research focused on assessing the influence of meaningful learning on the variable "constructing historical interpretations." Methodologically, it adopted a quasi-experimental, evaluative approach with an entrance and exit test. The population consisted of 170 fourth-grade secondary school students, from which a census or convenience sample of 66 was drawn. The survey technique was used, and a multiple-choice test was used as the instrument. Data processing was performed using the Shapiro-Wilk statistic. Hypothesis testing was performed using the Wilcoxon rank test, where significance values below 0.05 were mostly reported; thus, a substantial difference was found between the results of the initial and exit tests. The research concludes that with a p-value of 0.000 and a Z-value of -5.324, it is proven that the Meaningful Learning Educational Program produces a signifi...