Animal husbandry plays a strategic role in supporting food security and meeting the nutritional needs of communities, making it essential to introduce the subject from primary school age. This study aims to measure the increase in students' knowledge and motivation towards animal husbandry through interactive game-based education at SDN Bukor 1 Bondowoso. The research employed a pre-experimental one-group pretest-posttest design involving 29 students in grades 3 and 4, conducted over three sessions through educational games, group discussions, and simple practices. Measurements were taken using pre-test and post-test instruments, which were analyzed descriptively to observe changes in students' understanding. The results showed an increase in students' comprehension, marked by a rise in the percentage of scores of 75-100 from 7% in the pre-test to 76% in the post-test, as well as a decrease in scores of 0-55 from 62% to 3%. These findings indicate that interactive game-based education is effective in improving primary school students' knowledge and motivation regarding animal husbandry and can serve as an alternative contextual learning approach suitable for children's characteristics.

Background: The topic of curved-surface solid volume in elementary school is often associated with students’ low conceptual understanding. Objectives: This study aims to describe the concept of curved-surface solid volume and to explain the implementation of a contextual learning approach in improving elementary students' understanding of the topic. Method: This study employed a descriptive qualitative approach using a literature review and conceptual analysis method. The background of this study is the limited comprehension of students regarding the concepts of cylinder, cone, and sphere volumes, as instruction tends to be teacher-centered and abstract. Data were obtained through the examination of textbooks, scientific journal articles, and relevant instructional documents.Result: The findings indicate that the implementation of a contextual learning approach through the use of real objects such as beverage cans (cylinders), ice cream cones (cones), and soccer balls (spheres) helps students understand volume concepts more meaningfully. Implication: The learning process, which connects mathematical material to students’ daily experiences, increases engagement, conceptual understanding, and problem-solving skills.Conclusion: Therefore, contextual learning can serve as an effective alternative in improving the quality of mathematics instruction, particularly in teaching the volume of curved-surface solids in elementary schools.

The low level of Indonesian students’ scientific literacy, which remains below the international benchmark, represents a critical challenge in contemporary science education. This study aims to systematically examine the trends and effectiveness of integrating Problem Based Learning (PBL) with Socio-Scientific Issues (SSI) in enhancing students’ scientific literacy. The study employs a Systematic Literature Review (SLR) approach guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Relevant articles were retrieved from the ScienceDirect and Google Scholar databases within the publication period of 2018–2026. The selection process, comprising identification, screening, and eligibility stages, resulted in a final corpus of 12 articles that met the predefined inclusion criteria.The findings indicate a substantial increase in scholarly publications during the 2024–2025 period, reflecting a growing academic interest in contextual and inquiry-based learning approaches. Furthermore, the analysis reveals strong conceptual linkages between scientific literacy, socio-scientific issues, and emerging educational trends such as Artificial Intelligence (AI). The synthesis of the selected studies demonstrates that the integration of PBL and SSI consistently contributes to moderate to high improvements in students’ scientific literacy. In addition, this instructional approach fosters higher-order thinking skills, particularly in argumentation and problem-solving, by engaging students with authentic, real-world issues.Overall, the integration of PBL and SSI provides a promising pedagogical framework for advancing scientific literacy and preparing students to address complex socio-scientific challenges in the modern era.

The science conceptual understanding of Indonesian students is still relatively low, partly due to learning practices that are less actively engaging and contextual. This study aims to analyze the effect of the Guided inquiry learning model with the Contextual Teaching and Learning (CTL) approach on students' conceptual understanding of Ecology and Biodiversity. This research is a quantitative study with a quasi-experimental design using a nonequivalent control group design. The sample consisted of two classes: VII-F as the experimental class (Guided inquiry learning with CTL) and VII-G as the control class (Guided inquiry only) at SMP Negeri 61 Surabaya. Data were collected through conceptual understanding tests (pretest-posttest), learning implementation observation sheets, and student response questionnaires. The results showed a significant difference in the improvement of conceptual understanding between the experimental class (N-gain 0.59) and the control class (N-gain 0.47), with a Sig. (2-tailed) value of 0.024 < 0.05. The effect size calculation yielded a Cohen's d value of 0.628, which falls into the large category, indicating high effectiveness. The implementation of learning in both classes was very well executed, and student responses to the learning in the experimental class were very positive (86.41%). It is concluded that the Guided inquiry learning model with the CTL approach is effective and significant in improving students' conceptual understanding compared to Guided inquiry learning alone.

This study aims to determine how Effect Of Numeric Literacy On Mathematics Outcomes Of Seventh-Grade Students Of SMP Negeri 1 Bringin. The research employs a quantitative method with a design intended to examine the relationship between the variables studied. Data were collected from 32 students of class VII D through a numeracy literacy questionnaire and an analysis of their End-of-Semester Summative Assessment scores. The findings show that numeracy literacy has a very strong and significant relationship with mathematics learning outcomes. This is evidenced by a Pearson correlation value of 0.867 with a significance level of 0.000. The coefficient of determination () indicates that numeracy literacy accounts for approximately 75.1% of the variation in students’ mathematics performance. The regression analysis produced the equation Y = 1.125 + 1.016X, which suggests that numeracy literacy has a positive and significant effect on students’ learning outcomes. These results emphasize the importance of strengthening numeracy literacy, as it helps students better understand concepts, solve problems more effectively, and improve their mathematics achievement. The study recommends implementing contextual and numeracy-based learning approaches to enhance the quality of the learning process.

Numeracy skills are fundamental skills that include understanding concepts, calculation skills, and the application of mathematics in daily life. This research aims to describe the numeracy skills of fourth-grade students in fraction material at SD 008 Palembang. This study uses a quantitative descriptive approach with instruments in the form of written tests consisting of multiple-choice questions and essays. The subjects of the research consisted of 27 fourth-grade students. The results of the study indicate that the numeracy skills of the students in fraction material are categorized as moderate, both overall. or indicators. Students are able to solve simple fraction problems, such as finding a common denominator and determining equivalent fractions, but still experience difficulties in solving problems that involve complex fraction operations and their application in word problems. This difficulty indicates the need for strengthening conceptual understanding through a more contextual and varied learning approach. This study recommends that teachers use more interactive methods and increase contextual practice problems in order to improve students' numeracy skills.

This study aims to examine the skills of seventh-grade students at MTs. Puteri Al-Amin Martapura in writing pantun (a traditional form of Indonesian poetry) in the Banjar language as an effort to preserve local culture. Using a qualitative descriptive method, data were collected from 66 pantun produced by students, which were analyzed based on internal structures, values, and language use. The findings indicate that students demonstrate a good understanding of the fundamental structure of pantun, adhering to the rhyme scheme a-b-a-b, although some face challenges in selecting appropriate diction and relevant themes. The pantun reflects cultural, moral, educational, and religious values, embodying local wisdom. External factors, such as family environment and personal experiences, significantly influence students' writing skills. Contextual and creative learning approaches yielded positive outcomes in enhancing linguistic competence and cultural understanding. This study concludes that integrating pantun writing into education enhances students' writing skills while fostering the preservation of Banjar culture in South Kalimantan.

Education plays an important role in shaping students’ social and cultural identity, particularly through Social Studies learning at the junior secondary level. However, Social Studies instruction is often still oriented toward cognitive achievement and lacks contextual learning experiences, which limits the internalization of social and cultural values in the midst of globalization and the gradual erosion of local culture. Therefore, this study aims to examine teachers’ perspectives on the contribution of Social Studies learning through a deep learning approach to the formation of students’ social and cultural identity in Pacitan Regency. This study employed a descriptive qualitative approach with a case study design. The participants consisted of 5–10 junior secondary Social Studies teachers selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis techniques, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that teachers perceive Social Studies learning as having a strategic role in fostering students’ social and cultural identity through the internalization of social, cultural, national, and civic values. The implementation of a contextual deep learning approach supports students’ understanding, reflection, and meaning-making processes in relation to their social and cultural environment. However, the implementation still faces several challenges, including limited instructional time, resource constraints, and variations in teacher readiness.

The city of Banjarmasin has a long history, reflected in the place names (toponyms) scattered across its territory. Toponyms not only indicate locations but also encapsulate historical, cultural, and local wisdom values of the wetland communities. Unfortunately, the use of toponyms as a source for learning local history remains limited, particularly within the educational context. This research aims to identify and describe the toponyms in Banjarmasin, along with their origins and meanings. It also analyzes the connection between toponyms and local history as well as the wisdom of the wetland communities. Furthermore, it seeks to develop a model or teaching material for local history based on toponyms as a contextual learning resource for junior and senior high schools. The research employs historical methods, including heuristics (source collection), criticism (external and internal), interpretation (analysis), and historiography (writing). The study’s findings suggest that Banjarmasin’s toponyms can be integrated into local history education. Through toponyms, students can learn about the relationship between humans and their environment, the dynamics of settlement, the city’s development over time, and support a contextual learning approach.

21st century education demands a more adaptive, creative, and contextual learning approach, especially in improving student literacy. This study aims to examine the urgency of developing locality-based differentiated e-modules as an effort to improve elementary school student literacy. This research employed a quantitative descriptive method focused on exploring needs based on percentage values, supported by the actual learning conditions in elementary schools. Based on an analysis of the needs of students and teachers through questionnaires and interviews, it was found that students and teachers need learning media that are more interesting, relevant to the surrounding environment, and can be adjusted to individual learning styles and abilities. Differentiated e-modules based on local wisdom have the potential to meet these needs by providing a more personal and contextual learning experience. These findings indicate that the development of locality-based differentiated e-modules is very important in order to improve student literacy, enrich learning experiences, and prepare students to face increasingly complex educational challenges. Therefore, the development of technology-based learning media needs more attention in efforts to improve the quality of elementary education in Indonesia. The level of student needs is 76.4 which is included in the need category, and the level of teacher needs is 83.3 which is included in the very need category.

This study analyzes the integration of Eco-Islamic values with the local wisdom of the Suku Anak Dalam (SAD) in Jambi to develop a culture-based conservation education model. Through a qualitative ethnographic approach involving in-depth interviews, participant observation, and document analysis, the research reveals that the ecological practices of SAD, such as hompongan (customary forest enclosures), tanah peranakan (ancestral land conservation), and the besale ritual, not only represent environmental ethics aligned with Islamic principles (kalifah, amanah, mizan, ‘adl) but also contain rich pedagogical values. This integration gives rise to an Eco-Islamic Indigenous Framework, which is operationalized into a culture-based conservation education model. This model offers a contextual learning approach to strengthen ecological literacy, cultural identity, and community resilience. The study concludes that integrating spiritual values and local wisdom into conservation education can be an effective strategy for achieving environmental and cultural sustainability simultaneously.

The development of digital teaching materials has become an essential requirement in the implementation of Kurikulum Merdeka, particularly for abstract chemistry topics such as atomic structure, yet systematically designed electronic student worksheet (E-LKPD) products based on the Contextual Teaching and Learning (CTL) approach and validated through rigorous procedures remain relatively limited. This study aimed to develop a CTL-based E-LKPD on atomic structure material for Phase E at the senior high school/Islamic senior high school (SMA/MA) level and to assess the feasibility of the product through validity testing. The study employed a research and development approach within the framework of Educational Design Research (EDR) using the Plomp development model, which comprises the preliminary research phase (needs analysis through teacher interviews and student questionnaires, literature review, and conceptual framework development) and the development/prototyping phase up to Prototype III. Data were obtained from validation questionnaires assessing the content, presentation, language, and graphical components, completed by five validators consisting of chemistry lecturers and chemistry teachers. Validation data were analyzed using Aiken’s V index. The results showed an average Aiken’s V value of 0.85, categorized as valid across all assessed aspects, accompanied by recommendations for improvement that were used to revise the product until Prototype III was obtained. These findings indicate that the developed CTL-based E-LKPD is suitable for use as a supplementary teaching material to help students understand atomic structure concepts in a more contextual and engaging manner, while further studies are recommended to examine its practicality and effectiveness in real classroom learning contexts.

The degradation of civic values among the younger generation has become a serious concern and a major challenge for Civic Education (Pendidikan Kewarganegaraan/PKn) in Indonesia. This phenomenon is marked by the declining sense of nationalism, low civic engagement, weakened moral responsibility, and the growing influence of digital culture that often contradicts the foundational values of Pancasila. This study aims to analyze the forms and causes of civic value degradation among youth and to examine the role of Civic Education in addressing this issue. The research focuses on students as the main object of study, using both primary data obtained through observations and interviews, and secondary data derived from relevant literature, journals, and policy documents. A qualitative descriptive method is employed to explore the phenomenon in depth and to interpret social realities related to civic education practices. The findings indicate that the degradation of civic values is influenced by several factors, including the dominance of social media, lack of exemplary role models, ineffective learning methods, and the tendency of Civic Education to emphasize cognitive aspects over affective and behavioral dimensions. As a result, students often perceive PKn as a theoretical subject with limited relevance to real-life civic practices. The study concludes that Civic Education must undergo pedagogical transformation by adopting contextual, participatory, and value-oriented learning approaches. Strengthening character education, integrating digital literacy, and fostering critical and reflective thinking are essential strategies to restore civic values among the younger generation and to reinforce the role of PKn in shaping responsible and democratic citizens.

The growing contemporary global economic and cultural integration demands the training of highly skilled professionals with extensive proficiency in a subject-specific foreign language across various specialized fields. The significant transformation of the Kazakhstani education system within the context of multilingualism and digitalization revealed the insufficient effectiveness of teaching non-language subjects in English, a lack of a general unified system of teaching foreign language terminology, a shortage of quality textbooks, and a deficit in the quality of specialist training. The issue of developing a specialized foreign subject-content terminological competence as a secondary linguistic identity has become particularly significant. This study proposes a comprehensive integrated contextual learning approach that incorporates all essential dimensions of efficient terminology instruction, including structural coherence, innovative methods, and relevance to authentic contexts. The study explored the usage and effectiveness of integrated contextual learning in terminology teaching to enhance students’ trilingual professional terminological competence in English, Kazakh, and Russian. Literature review relies on a conceptual framework and terminological analysis within language acquisition training and its approaches. Employing a mixed-methods design, the research combines a quantitative survey and qualitative interviews to investigate learners’ experiences at different educational stages. Results confirm that contextualized, logically structured tasks supported by digital tools and interactive strategies, such as role-playing and group projects, significantly enhance the acquisition of interdisciplinary terminology in English. This approach, with cross-linguistic implementation, is suggested for a wide range of international learning settings beyond the Kazakhstani educational system.

Speaking ability in English is an essential communicative skill in responding to the demands of globalization; however, it remains a challenge for students in Indonesia, particularly at the Madrasah Aliyah level in rural areas. Low student participation in speaking English and the dominance of conventional teaching methods indicate the need for a more communicative and contextual learning approach. Therefore, this study aims to explore and describe the implementation of Communicative Language Teaching (CLT) in improving students’ speaking ability at Madrasah Aliyah Ittihadul Bayan Telaga Lebur Sekotong. This research employed a qualitative approach with a case study design. The data were collected through classroom observations, in-depth interviews with teachers and students, and documentation, and were analyzed thematically. The findings reveal that the implementation of CLT through communicative activities such as pair work, group discussions, and role play was able to enhance students’ courage, activeness, and self-confidence in speaking English. In addition, CLT created a more collaborative classroom atmosphere and encouraged students to perceive speaking as a process of communication rather than mere memorization. This study concludes that CLT is effectively implemented in the Madrasah Aliyah context and provides important implications for the development of more communicative English language teaching. Future research is recommended to examine the implementation of CLT in a broader madrasah context and to combine qualitative and quantitative approaches in order to obtain a more comprehensive understanding.

This study investigates the application of the Contextual Teaching and Learning (CTL) approach to Islamic Religious Education instruction at State Special School 1 Lebong, with a focus on how contextual strategies can bridge the gap between religious material and the real experiences of students with special needs. The research methodology adopts a qualitative paradigm with a descriptive-interpretive design. Triangulation data gathering methods include academic documentation reviews, in-depth interviews with educational stakeholders, and structured participatory observation. To produce accurate and trustworthy results, data analysis employs Miles and Huberman's interactive model, which comprises the phases of data reduction, data presentation, and conclusion drafting. The study's conclusions showed that the CTL approach in Islamic Religious Education (PAI) instruction at SLBN 1 Lebong was operationalized through seven fundamental pillars: constructivism, investigation, and questioning, learning community, modeling, reflection, and authentic assessment. Teachers designed learning differentiation by adjusting the complexity of the material, utilizing multisensory media, and providing individual scaffolding that was responsive to the specific characteristics and obstacles of each student. Significant findings indicate that the CTL approach not only improved students' cognitive competence in understanding fundamental concepts of Islamic teachings but also optimized their active involvement in the learning process.

This study discusses the strengthening of Islamic Religious Education (PAI) and the implementation of the Buddy Program as an integrated strategy to prevent bullying in schools. The prevalence of bullying in various educational institutions demonstrates the need for interventions that are not only curative, but also preventive and sustainable. Strengthening PAI plays a crucial role in instilling noble moral values, empathy, caring, and social responsibility in students. Through a contextual, collaborative, and character-oriented learning approach, PAI becomes the foundation for building a religious, humanistic, and child-friendly school culture. This study used a qualitative approach with data collection techniques through observation, interviews, and documentation in schools implementing both programs. The results show that the integration of PAI and the Buddy Program is effective in reducing the potential for bullying behavior and fostering an inclusive and empathetic school climate. In conclusion, the synergy between values ​​education through PAI and social assistance through the Buddy Program serves as a strategic model that can be implemented in holistic and sustainable bullying prevention efforts

Lack of mathematical creativity in the System of Linear Equations in Three Variables is a very important concern at SMA Pangudi Luhur St. Yosef Surakarta, mostly because of teaching by formula and the abstractness of the matter. The aim of the research was to design a Contextual Project-Based Learning (CoPjBL) approach to overcome the problems. This research employed a Research and Development (R&D) approach. Validity of the approach was checked by six experts, including two instructional designers, two subject matter experts in mathematics, and two education experts. Data analysis was done in a quantitative way by Aiken’s V index. It was developed to combine seven context pillars, including Constructivism, Inquiry, Questioning, Learning Community, Modeling, Reflection, and Authentic Assessment into its learning syntax. Results of validity testing proved to be very valid overall, showing an Aiken’s V of 0.92 (Very Valid). Detail scores of validity test showed 0.93 for design, 0.92 for subject matter, and 0.90 for education experts. This indicated a very high level of validity showing the CoPjBL approach to be very effective in offering a proper learning syntax to connect abstract math subjects to the real-world situation. Thus, the approach could be considered very suitable to be used to improve students' creative thinking abilities.

Mathematics instruction at the elementary school level requires meaningful conceptual understanding so that students are not only able to memorize formulas but also apply mathematical concepts in their daily lives. One topic that demands deep conceptual comprehension is the concept of ratio. However, various studies indicate that elementary school students still experience difficulties in understanding the concepts of ratio and scale. This study aims to review research findings and relevant literature related to the embedding of ratio concepts in elementary mathematics learning. The method employed is a literature review, examining scientific journals, conference proceedings, and relevant books. The results of the review show that students’ difficulties are influenced by their cognitive developmental characteristics, as they are at the concrete operational stage, by instructional practices that remain abstract, and by the limited application of contextual learning approaches. Furthermore, the teacher’s role as a facilitator and provider of scaffolding, the use of appropriate instructional strategies, and the integration of ratio concepts with real-life contexts play an important role in enhancing students’ conceptual understanding. Meaningful mathematics learning is therefore key to embedding ratio concepts in a comprehensive and sustainable manner among elementary school students.

This community service program aims to improve the English grammar mastery of Madrasah Diniyah (Madin) students at STIT Al-Urwatul Wutsqo Jombang through mentoring using the EGRA (Exposure, Generalization, Reinforcement, and Application) method. The program was conducted in response to students’ low grammar proficiency resulting from their religious educational backgrounds and limited exposure to formal English learning. The EGRA method was applied as a gradual, participatory, and contextual grammar learning approach to enable students to independently understand and apply grammatical rules. This program involved 26 Madin students and employed a quantitative design using pre-test and post-test instruments. Data were analyzed using descriptive statistics and a paired sample t-test. The results indicate a significant improvement in students’ grammar achievement after the mentoring program, as shown by an increase in the mean score from 44.81 in the pre-test to 64.04 in the post-test. Statistical analysis also revealed that the calculated t value was higher than the t table value (9.836 > 2.05954) with a significance level below 0.05. These findings confirm that the EGRA method is effective in enhancing grammar mastery, learning motivation, and students’ confidence. This community service activity contributes an adaptive grammar mentoring model for students with non-general educational backgrounds, although it remains limited in terms of participant number and the scope of grammatical materials