<![CDATA[The new Merdeka Belajar curriculum was approved in 2022 and is considered a new breakthrough after the Covid-19 pandemic. However, conditions in the field show something different. The implementation of this curriculum actually creates various new problems at SMAN 4 Bojonegoro, especially history. The aim of this research is to determine the implementation of the Merdeka Curriculum in history learning and what factors support and hinder the implementation of the Merdeka Curriculum in history learning at SMAN 4 Bojonegoro. This research uses a qualitative approach with descriptive research type. The data collection procedures used were observation, interviews and documentation. The results of this research show that the implementation of the Independent Curriculum in history learning at SMAN 4 Bojonegoro is divided into three, namely planning, implementation and evaluation. At the implementation stage, the teacher divides the learning process into three activities, namely preliminary activities, core activities and closing activities. Teachers have also tried to provide learning that suits students' interests, learning styles and needs. Apart from that, teachers have also implemented project-based learning and differentiated learning, although learning is still in the process of being carried out. In implementing this curriculum there are supporting and inhibiting factors. The main supporting factor is that teachers accept this curriculum well and try to implement this curriculum well. Meanwhile, the inhibiting factor most felt by teachers is project implementation which requires time to process.]]>
