This study aims to: 1) describe the actual conditions of history learning in high schools in Banjarmasin City to enhance historical empathy; 2) develop a Ekspiratif (Experiential Narrative Reflective) Learning Model  based on Digital Edutainment to enhance historical empathy; 3) test the effectiveness of the Ekspiratif (Experiential Narrative Reflective) Learning Model  based on Digital Edutainment to enhance historical empathy.This study employed the R&D method and the Borg and Gall development approach, with a ten-stage research process. Qualitative data in this study were obtained through interviews, document studies of history curriculum and learning materials, and observation of learning. The study population was high school students in Banjarmasin City. The preliminary research sample employed a conditional quota system of 1,000 students from 13 high schools in Banjarmasin City, whereas the testing phase utilised cluster random sampling. Quantitative data were obtained using test instruments and attitude scales completed by students. Qualitative data were analysed using thematic and narrative analysis techniques, while quantitative data were analysed using parametric statistical analysis. The results of the study can be concluded as follows: 1) students experience difficulty in identifying affective connections with historical events, which are part of historical empathy. From the teacher's perspective, there are difficulties in integrating historical empathy aspects into the learning model they use; 2) the Ekspiratif learning model was developed using experiential approach components, narrative pedagogy principles, and reflective thinking; 3) the results of the effectiveness test show a significant influence of the use of the Ekspiratif learning model on students' historical empathy with Cohen's significance of 68.5% in test school A, 71.4% in test school B, and 55.6% in test school C. The hypothesis test concludes that the Ekspiratif learning model, based on digital edutainment, is effective in increasing students' historical empathy. The effectiveness or success of this model in forming students' historical empathy is identified by the achievement of the expected instructional impact and its accompanying effects.