<![CDATA[This study examines the representation of historical themes in elementary school IPAS (Natural and Social Sciences) textbooks within the Merdeka Curriculum, with a particular focus on concepts and content structures related to social studies. Using a qualitative content analysis approach supported by a checklist technique, the research systematically evaluates how historical materials are organized and presented across Grades 3 to 6. The findings indicate that history learning is introduced progressively, beginning with local traditions, cultural diversity, and local wisdom, and advancing toward national history and global interactions. This structure reflects an effort to develop students’ understanding of identity from the personal to the global level. However, several challenges remain, including limited depth of historical content, the dominance of hero-centered narratives, insufficient attention to causality and multiple perspectives, and the persistence of colonial biases. Comparative insights from international studies highlight the importance of balancing chronological and thematic approaches, integrating humanitarian values, promoting gender inclusivity, adopting decolonial perspectives, and utilizing innovative pedagogies such as digital technology. Overall, the study suggests that while the Merdeka Curriculum provides a strong foundation for contextual and student-centered history learning, further enrichment is needed to foster critical, inclusive, and reflective historical understanding among elementary student.]]>
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