Background/purpose: The challenges in implementing Indonesia's Merdeka Curriculum highlight the urgency for innovative educational approaches to address gaps in historical knowledge and develop 21st-century skills. This study explores the integration of the Among System into the Merdeka Curriculum framework to foster critical thinking, collaboration, and contextual understanding among senior high school students. Materials/methods: A qualitative descriptive design was employed, involving 35 Grade XI students and 3 history teachers from two high schools in Karanganyar Regency. Data were collected through semi-structured interviews, direct classroom observations, and document analysis. Thematic analysis was applied to the dataset, ensuring validity (through triangulation of sources) and reliability (through consistency checks). Results: The findings reveal that incorporating the Among System with project-based learning (PjBL) enables students to explore local historical narratives, critically evaluate sources, and connect these narratives to broader national contexts. Teachers were pivotal facilitators, guiding students toward active and reflective learning. However, the study identified significant barriers, including limited availability of contextual teaching materials, inadequate technological infrastructure, and insufficient teacher training. Conclusion: This research contributes to the theoretical development of localized education frameworks aligned with global standards and offers practical recommendations for educators and policymakers. Enhancing teacher competencies and integrating digital tools are critical to achieving sustainable educational practices within the Merdeka Curriculum. The study underscores the importance of empowering educators to effectively adapt innovative teaching strategies to modern educational demands.