<![CDATA[This research describes the implementation of history learning based on the Merdeka Curriculum in class XI of SMA Negeri 1 Tolangohula, including its supporting and inhibiting factors. The approach used is qualitative with a case study design. The subjects of this research involved a history teacher and grade XI students. Data were collected through observation, in-depth interviews, and literature studies on planning documents such as lesson plans (RPP), syllabi, and teaching modules. The results show that in the planning stage, the teacher developed Learning Outcomes (CP), Learning Objective Flows (ATP), and Learning Objectives (TP) by considering student characteristics. This planning process was supported by teacher collaboration and the implementation of teaching module workshops from the school. During the teaching stage, learning activities have become more student-centered by applying group discussions and differentiated learning. The teacher utilized visual media such as videos and LCD projectors, while integrating the lesson with the Pancasila Student Profile Strengthening Project (P5). Furthermore, evaluation was conducted using diagnostic, formative, and summative assessments, project-based assessments, as well as reflection and student self-assessments. The implementation of this curriculum was driven by several supporting factors, namely the teacher's openness to receiving student opinions, the availability of technological facilities, school support, and high student interest in history materials. However, there were inhibiting factors that must be addressed, including the lack of interest in learning among some students, differences in cognitive abilities among students, limited teaching time allocation, and the tendency of some students who still depend entirely on the teacher's explanation.]]>
