The research aims to analyze the root causes of boring history learning through an educational political approach. Based on this approach, the focus of research is ideological hegemony as the influence of moral and intellectual leadership for the interests of power. Accentuation of studies on forms of ideological hegemony in history learning. The research method used is qualitative research with an exploratory approach to describe forms of ideological hegemony in history learning. The research subject was a history teacher at Surabaya State Senior High School. Qualitative data were collected through interviews, observation and documentation. Test the credibility of the data using triangulation of data sources. Qualitative data analysis using the Miles & Huberman domain analysis technique. The results of the research are that in learning history there is a practice of ideological hegemony without violence. The instrument of ideological hegemony is a national history book as a historiography developed with a positivism approach. The historical reality that is taught to students is historical reality that is single and objective. The reality of national history becomes a social fact that influences the homogenization of the national way of thinking. Non-violent ideological hegemony is a political praxis of education in history learning