<![CDATA[History education in Indonesian secondary schools continues to grapple with persistent student disengagement, driven largely by textbook-centred instruction that strips historical content of its local relevance and personal meaning. This qualitative case study examines how community-based history projects (CBHPs) shape student engagement and the development of historical inquiry skills among Grade 11 students at SMAN 2 Yogyakarta. Thirty-two students participated in structured projects involving oral history interviews, archival visits, and community storytelling documentation over ten weeks. Data were collected through student project portfolios, reflective journals, classroom observations, and semi-structured interviews. Thematic analysis identified four dominant patterns of engagement: narrative curiosity, identity-linked motivation, investigative persistence, and collaborative meaning-making. Students demonstrated measurable growth across three dimensions of historical inquiry: source analysis, perspective-taking, and historical argumentation. The findings establish that grounding historical inquiry in local stories creates conditions for substantive student engagement that is difficult to achieve through conventional history instruction. The study contributes an empirically grounded framework for integrating community-based projects into the Indonesian secondary history curriculum within the Kurikulum Merdeka policy context.]]>
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