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This research is aimed to know: 1) the difficulties experienced by vocational high school teachers (SMK) in Yogyakarta Special Region in developing historical learning evaluation model, 2) the teachers’ efforts in handling difficulties to develop historical learning evaluation model. This research uses descriptive qualitative method. The informants consist of School Principal, Vice School Principal, Students, and SMK history teacher. The research samples are SMK 1 Yogyakarta, SMK 1 Sewon Bantul, SMK 2 Sewon Bantul, and SMK Muhammadyah Wonosari. The data gathering technique uses interview, observation, and document writing techniques. The data validity uses data triangulation technique, method, theory and informant review. The data analysis uses interactive analysis model. The research result indicates that: 1) SMK history teachers find difficulties in developing Lesson Plan and historical learning evaluation especially concerning affective and psychomotor domain, time allocation limitation for implementing comprehensive learning evaluation, and difficulties in combining the three valuation aspects because so far the focus is on cognitive aspect. External factor which influences SMK teachers’ difficulties in developing and evaluating history learning concerns school management, the lack of instruction from school party and environment atmosphere; 2) The effort done by teacher to handle difficulties in developing historical learning evaluation method is by exchanging information with other history lesson teachers at MGMP, overcoming time limitation by maximizing time for learning and evaluation, improving learning quality and performing comprehensive evaluation. Keywords–difficulties, teacher, evaluation, historical learning.

The Difficulties of Vocational High School History Teachers in Developing Historical Learning Evaluation Instrument