Improving the quality of education is based on the formation of the quality of learning through teacher competence in managing the classroom. However, the problem is that the learning outcomes of history are still relatively low because the competence of teachers in applying the method is still monotonous. On the other hand, the VCT learning model can provide creative-critical power, foster positive attitudes, interests, and values in students in learning history. Therefore, this study aims to determine the effect of the Value Clarification Technique learning model on student learning outcomes of history. The research method used quantitative methods with a quasi-experimental design. The research design used was the Non-Equivalent Pretest-Posttest Design. The population in this study was all students of grade XI. At the same time, the sampling technique is purposive sampling which is divided into two classes into the experimental group and the control group. The results of this study indicate that the VCT learning model affects student learning outcomes in history learning.

<p><em>The improvement of the quality of education is based on the establishment of the quality of learning and the development of technology. The quality of learning is determined by the competence of teachers in managing the classroom. Online learning with various features and applications can be a great alternative for teachers and students to keep interacting without having to come face to face during covid-19. The online-based VCT learning model can provide critical-creative power, fostering positive attitudes, interests, and grades to students in history learning. Therefore, the purpose of this study is to determine the influence of the online-based Value Clarification Technique learning model on the affective learning outcomes of history students. The research method uses quantitative methods with quasi-experimental designs. The population in this study is all grade XI students of Sma Negeri 9 Bogor City. While the sampling technique is purposive sampling which is divided into two classes into experiment groups (XI IPA 3) and control group (XI IPA 1). The data collection method is a multiple-choice test method. The results of this study show that online-based VCT learning models influence students' affective learning outcomes in historical learning.</em></p>