Study aim explore application democracy deliberative on learning cooperative  subjects history. Learning cooperative  Not yet can change perception negative participant educate that learning history boring. Learning cooperative  Not yet push  participant educate Study active. Accentuation study on discussion , dialogue , and collaborative. Method research used is quantitative  with approach survey. The data type is quantitative. Respondents study is  participant public high school students in Surabaya who implemented it curriculum independent  track independent changed And school drive. Data collection through  questionnaire. Data analyzed with use technique analysis  statistics descriptive. Results study show that discussion guided 51%, discussion guided 49 %, dialogic communicative 21% instrumental dialogic 79%, participatory 58%, emancipatory 42%. Its significance is learning cooperative  subjects history not yet optimally implemented principles democracy deliberative. Master still become factor dominant as  teacher , no as facilitator. Learning cooperative Not yet impact on ability participant educate construct knowledge. Learning cooperative impact on ability participant educate reproduce knowledge oriented on book text. Learning cooperative Not yet become praxis reflective. Interdependence social , responsibility individual answer , and each other dependency in a manner positive in learning cooperative not optimal.