<![CDATA[The application of the Deep Learning approach in the implementation of the Merdeka Curriculum is one of the efforts to improve the quality of learner-centered history education. This study aims to analyze the application of the Deep Learning approach in history education at MAN 1 Medan, determine its impact on students’ learning comprehension, and identify the challenges faced in its implementation. The study employs a qualitative approach using descriptive methods. Data were collected through observations, interviews with the school’s vice principal for curriculum, history teachers, and students, as well as a review of documents. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The results of the study indicate that the Deep Learning approach has been implemented through student-centered learning by integrating three main pillars—Meaningful Learning, Mindful Learning, and Joyful Learning—combined with the Semester Credit System (SKS), Independent Learning Activity Units (UKBM), and the Love-Based Curriculum (KBC). This implementation has had a positive impact on students’ learning comprehension, as evidenced by improved historical thinking, critical thinking, communication, and collaboration skills, as well as a deeper understanding of the material. The challenges faced include differences in student characteristics, limited access to authentic learning resources, and teachers’ uneven understanding of Deep Learning implementation. These findings suggest.]]>
