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The low level of students’ understanding of Islamic practices and values in daily life remains a significant challenge in the teaching of Islamic Religious Education (IRE) at the elementary school level. The teaching of IRE on the topic “Hajj and Qurban” in Grade V at SDN Bangbayang, Cisolok District, plays a strategic role in shaping Islamic character and instilling noble moral values in students. This study aims to critically examine the learning objectives, teaching materials, instructional methods, evaluation system, references, and teaching resources used in the learning process. The research employed a qualitative approach with data collected through classroom observation, interviews with teachers and students, and an analysis of instructional documents. The findings reveal that, in general, the teaching of IRE in Grade V has been implemented in accordance with the objectives and curriculum standards. Teachers have designed teaching modules based on the basic competencies and learning goals outlined in the curriculum. However, several aspects still require further development. Among these are the limited relevance of the learning materials to students’ everyday experiences, the lack of integration of technology-based media, and an evaluation process that places greater emphasis on cognitive aspects while paying less attention to affective and psychomotor domains. This situation indicates that while the learning process is carried out in line with procedural standards, students’ comprehension of Islamic values in practical and contextual terms remains insufficient. Therefore, strengthening the understanding of Islamic teachings in real-life contexts is essential so that students not only acquire theoretical knowledge but are also able to internalize and practice Islamic values in their daily lives. The teaching module currently used is adequate, yet further development is needed to make learning more practical, contextual, and impactful in fostering a strong Islamic character among students.

Personal financial management is an essential skill that needs to be instilled from adolescence to foster healthy and responsible financial behavior. Teenagers are often faced with situations where they must make decisions regarding money, but a lack of understanding and education about finances often leads to consumptive behavior, wastefulness, and a lack of ability to save. However, poor financial habits developed early on can carry over into adulthood and impact a person's future financial situation. Through a Community Service activity conducted by lecturers from the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya (FEB UWKS) at SMA Negeri 2 Mojokerto, students were provided with education on accounting-based personal financial management. The material presented covered basic accounting principles, the importance of recording income and expenses, and how to prepare a personal financial budget. The activity methods included counseling, financial recording simulations, budget preparation, and interactive discussions, designed to encourage active participation and practical understanding. The results of the activity showed that students experienced a significant increase in understanding of the importance of financial literacy. They were also able to prepare a simple budget based on needs and priorities using a basic accounting approach. Thus, this activity is expected to make a real contribution to shaping the character, responsibility, and financial independence of the younger generation. Furthermore, similar activities can be extended to other schools to raise financial literacy awareness among students more broadly and sustainably. Furthermore, the involvement of teachers and school administrators in supporting this financial literacy program is also a crucial factor in maintaining students' desire to understand. With synergy between academics, schools, and students, financial education can become an integral part of the learning process, focusing not only on theory but also on practical application in everyday life.

This community service activity was conducted as an effort to introduce integrated learning innovations based on Augmented Reality (AR) technology using the Assemblr Edu application to teachers at SMAN 1 Leuwiliang, Bogor, and several other schools in Bogor Regency. This activity was motivated by the underutilization of interactive digital technology in the learning process, particularly in helping teachers visualize abstract material. The implementation methods included preparation, webinar promotion, webinar implementation, a brief technical training session on creating learning materials using the Assemblr Edu application, and guidance in designing AR-based learning content during the webinar. Participants were asked to create AR-based teaching materials using Assemblr Edu according to the subjects they teach. In addition to providing theoretical material, the implementation team also conducted hands-on practice to ensure participants developed the skills to create AR content independently. The results of the activity showed high enthusiasm from the participating teachers, with 85% of participants stating that the training was very helpful and that they felt more confident in integrating AR technology into classroom learning. Participants were also able to produce several prototypes of Augmented Reality-based learning media that can be used as interactive teaching tools. This activity not only improved teachers' technological literacy but also broadened their understanding of how digital technologies such as AR can be creative solutions to enhance the quality of learning and student engagement. Through this community service activity, it is hoped that teachers will become agents of change in utilizing innovative technologies to create more engaging, interactive, and technology-driven learning experiences that align with the demands of 21st-century educational technology. Additionally, this program serves as a strategic step to strengthen teachers' capacity in addressing future challenges in digital learning.

Gunungsari Village, Windusari District, is one of the areas facing quite serious challenges in efforts to develop basic literacy in school-age children. The main problems faced are low interest in reading, limited access to adequate reading materials, and learning methods that are still conventional. These conditions have implications for many children who are not able to read and write fluently despite having received an elementary school education. In response to this situation, the community service team took the initiative to implement a literacy program that uses an interactive learning approach through the development of a literacy park. This program is not only designed to be a learning platform, but also to create a learning atmosphere that is fun, contextual, and involves the active participation of children. Various activities are implemented, including storytelling, the provision of a reading corner, educational games such as math games, vocabulary quizzes, and the provision of simple rewards to maintain high learning motivation. This program activities are carried out periodically with the involvement of the school, the surrounding community, and also the village government, so that its sustainability has the support of various parties. The results of the implementation show a significant increase in children's literacy skills. Not only are they reading more fluently, but they are also better able to comprehend story content and write simple ideas. Furthermore, the children appear more confident in expressing themselves, are more active in every learning activity, and are beginning to demonstrate positive reading habits. A culture of literacy is also slowly growing through the existence of child-friendly and inclusive literacy parks. This proves that a fun, community-based literacy approach is highly relevant in rural areas with limited resources and can be a simple yet impactful means of educational transformation for children's futures.

This study examines the effectiveness of education and training programs in improving employee performance and identifies the factors influencing training outcomes at the Personnel and Human Resources Development Agency (BKPSDM) of Southwest Papua Province. A qualitative descriptive approach was employed, utilizing interviews, observations, and documentation, with key informants including the Head of BKPSDM. Data were analyzed using the interactive model of Miles et al. (2014), encompassing data condensation, data display, and conclusion drawing. Findings reveal that education and training programs at BKPSDM significantly enhanced employee performance, as evidenced by improved timeliness in task completion, increased knowledge, skills, and expertise, and notable positive changes in employee behavior and attitudes. Training outcomes were also reflected in improved workplace discipline and greater responsibility among civil servants. Evaluation of program effectiveness employed five levels: participant reaction, learning achievement, behavioral change, organizational impact, and cost-effectiveness, all of which indicated favorable results. Factors influencing training effectiveness included the relevance of training materials to employee roles, appropriate scheduling that minimized work disruption, the use of clear and supportive training methods, and the competence of instructors in delivering material effectively. These findings demonstrate that well-planned and well-delivered training programs can strengthen the capacity and professionalism of civil servants, enabling them to better fulfill governmental and developmental responsibilities while supporting overall organizational performance improvement. In addition, the study highlights the importance of continuous monitoring and feedback throughout the training process to ensure sustained improvements in employee performance. It suggests that the involvement of employees in the design and planning stages of training programs can enhance the relevance and applicability of the content, fostering greater engagement and retention of knowledge.

Learning fatigue is a serious challenge in the world of education, including in Christian Religious Education (CRE) subjects. The purpose of this study is to analyze the effectiveness of active learning methods in overcoming learning fatigue among students in CRE subjects. Furthermore, it aims to provide theoretical and practical contributions to the field of basic education, particularly in formulating more adaptive, interactive, and psychologically appropriate learning approaches. This article employs a qualitative research method by analyzing the effectiveness of active learning methods as a solution to address such boredom. Active learning methods, which include strategies such as group discussions, simulations, role-playing, and project-based learning, have proven to increase students' cognitive, emotional, and social engagement. In addition to providing an enjoyable learning experience, this approach also reinforces Christian values in the context of PAK learning. This article concludes that active learning is not only capable of reducing learning boredom but also improving the quality of the learning process holistically. Therefore, teachers need to continuously develop their pedagogical and spiritual competencies to achieve transformative PAK learning that frees students from boredom. This study is expected to serve as a practical reference for teachers and policymakers in designing relevant, interactive, and contextual learning strategies. Moreover, the implementation of active learning methods in CRE subjects can also foster a deeper connection between students and the spiritual teachings of Christianity. By engaging students through hands-on activities such as role-playing biblical stories or collaborating on projects related to Christian values, students are encouraged to actively reflect on their faith in a more meaningful and personal way.

This study aims to improve the ability to recognize geometry in children aged 5–6 years through the block game method at Nurul Muslimin Mosque Kindergarten. The research was conducted as Classroom Action Research (CAR) with a qualitative approach. The subjects of this study were children in group A at Nurul Muslimin Mosque Kindergarten, with research carried out collaboratively between researchers, teachers, and the principal. The procedure followed a systematic design consisting of two cycles, each divided into four stages: planning, implementation, observation, and reflection. Data were collected through observation, testing, and documentation to measure the development of children's ability to recognize geometric concepts. The results showed a significant increase in children's ability to recognize geometry through the block game method. In the pre-cycle, only 23.33% of children demonstrated the expected level of ability. After the first cycle, this figure increased to 53.33%, indicating moderate progress. By the end of the second cycle, 86.66% of the children had reached the expected competency, showing a remarkable improvement. These findings highlight the effectiveness of the block game method in fostering cognitive development, particularly in the area of early geometry recognition among preschool-aged children. The conclusion of this study emphasizes that implementing block games as a teaching strategy not only enhances children's recognition of geometric shapes but also supports active learning, creativity, and collaboration. Therefore, educators are encouraged to integrate play-based learning methods such as block games into early childhood education programs to improve fundamental mathematical concepts and prepare children for higher learning stages.

This study aims to determine the effect of using educational gim-based learning media on students' math learning outcomes on the material of Linear Equation One Variable (PLSV). The background of this research is the low student learning outcomes in conventional math learning which is considered less interesting, especially in PLSV material which is abstract. This study used a quantitative approach with a quasi-experimental design and a nonequivalent control group design. The sample consisted of two classes, namely the experimental class (using educational gim media) and the control class (using conventional methods), which were taken from VII grade students of MTs Ra’iyatul Husnan, Wringin Bondowoso. The research instrument was in the form of pretest and posttest tests that had gone through validity and reliability tests. The pretest results showed that both classes had relatively balanced initial abilities. However, in the posttest, the learning outcomes of experimental class students showed a more significant increase than the control class. The data were analyzed using normality, homogeneity, and Mann-Whitney U Test hypothesis tests because the posttest data were not normally distributed. The analysis results showed a significance value of Asymp. Sig. (2-tailed) significance value of 0.000 <0.05, which means there is a significant effect of using educational gim media on student learning outcomes. This finding shows that interesting and interactive learning media such as educational gims can improve students' motivation, understanding and learning outcomes in mathematics. Therefore, the use of educational gims is recommended as an innovative alternative in learning mathematics, especially on material that is abstract and difficult for students to understand.

This community service activity was carried out with the primary objective of improving the Qur'an reading skills of the women of the Majelis Taklim (Islamic study group) through systematically designed intensive training. Reading the Qur'an properly and correctly is an obligation for every Muslim, but in reality, many people, especially the women of the Majelis Taklim (Islamic study group), still face obstacles in aspects of makhraj, tajwid, and fluency. This condition encourages the need for a targeted coaching program to improve the quality of Qur'an reading, so that the values ​​of Islamic teachings can be understood and practiced more accurately. The training was held in early July 2025 with a total of 35 participants from the Majelis Taklim (Islamic study group) with diverse reading ability backgrounds. The methods used included lectures, demonstrations, reading practice, individual guidance, and ongoing evaluation at each meeting. This approach was chosen so that participants not only gain theoretical knowledge but also practical skills that can be immediately applied. Evaluation was carried out through observing reading ability, courage to ask questions, and active participation in group exercises. The results of the activity showed a significant improvement in the participants' Qur'an reading skills, both in terms of letter pronunciation, application of Tajweed rules, and fluency in reading holy verses. The participants' enthusiasm was evident in their eagerness to participate in all sessions, their sincerity in practicing, and their active interaction during the learning process. Furthermore, this activity also fostered new motivation for participants to continue improving their reading quality independently and create a conducive learning environment in the Islamic study groups. Thus, this training proves that the right learning strategy, supported by high motivation from participants, can have a positive and sustainable impact on improving the quality of Quran reading. It is hoped that this type of program can be replicated in other Islamic study groups so that its benefits are even broader for the community.

This study is motivated by the difficulty students face in understanding the concept of food chains, which is attributed to the conventional teaching methods still in use. Therefore, the researcher believes that the application of a new teaching model is expected to enhance student engagement in the teaching and learning process, ultimately improving learning outcomes. Natural Science is often considered difficult because of its many theories and the lack of variation in teaching methods, leading to poor student performance. Given these issues, an innovative teaching model is necessary. The aim of this study is to examine the impact of the Problem-Based Learning (PBL) model on students' knowledge in the Natural Science subject. The research method used is an experimental method with a quasi-experimental design. The study population consists of 50 fifth-grade students, with 25 students in the experimental group and 25 students in the control group. The hypothesis tested is that there is an effect of the Problem-Based Learning model on Natural Science learning outcomes. The results of the study show that the Problem-Based Learning model has a significant effect on students' knowledge. This is evidenced by the t-test results, which show a t-value of 12.400, greater than the t-table value of 2.01. Therefore, it can be concluded that the Problem-Based Learning model positively affects the understanding of food chain concepts in fifth-grade students. The findings of this study are expected to be beneficial for teachers in improving the quality of their teaching, for students to better understand the material through more engaging methods, and for the school environment in developing innovative and effective teaching practices.

This study aimed to examine the effectiveness of the Duolingo application in helping 10th-grade students at SMK Al-Kautsar Sriwijaya master English vocabulary. This research is based on the understanding that vocabulary is a crucial foundation in English language learning, and Duolingo's potential as an innovative digital learning tool. Using a quantitative quasi-experimental method, we compared two groups of students: one group learned using Duolingo (the experimental group) and the other used traditional methods (the control group). The subjects of this study were all 10th-grade students at SMK Al-Kautsar Sriwijaya for the 2024/2025 academic year. Two classes were specifically selected (purposive sampling) to be the experimental and control groups. To measure vocabulary mastery, both groups were given a pre-test and a post-test. The collected data were then quantitatively analyzed using an independent t-test to determine the difference in average post-test scores between the two groups. The analysis results showed a significant difference in vocabulary mastery between students who used Duolingo and those who did not. The experimental group's average post-test score was significantly higher. This demonstrates that the Duolingo application is effective in improving students' English vocabulary mastery. Therefore, Duolingo can be recommended as an innovative and engaging vocabulary learning tool for use in schools.

This study aims to improve elementary school students' storytelling skills through the application of the Whole Language approach combined with ebook-based image media. The Whole Language approach was chosen because it emphasizes the integration of natural language skills in meaningful contexts, while the ebook-based image media was used to provide engaging visual stimuli, facilitate comprehension of the story, and motivate students in the learning process. The study was conducted at Pekuncen Elementary School in Pasuruan City, with 18 fifth-grade students as subjects. The method used was Classroom Action Research (CAR), implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observation, storytelling skills tests, student interviews, and documentation of the learning process. The results showed a significant improvement in students' storytelling skills. Learning completion increased from 44.44% in the pre-cycle to 66.67% in the first cycle, and reached 88.88% in the second cycle. This improvement included aspects of speaking fluency, the use of a more varied vocabulary, coherent story structure, and the ability to convey appropriate expression and intonation. Furthermore, this approach encourages students to participate more actively in learning, increases self-confidence, and fosters courage in expressing opinions in class. These findings indicate that implementing Whole Language with the aid of illustrated ebooks is effective in developing elementary school students' storytelling skills. The combination of communicative learning methods and engaging media can create a fun, interactive, and meaningful learning environment. This study recommends that Indonesian language teachers at the elementary school level consider using a similar approach as an alternative strategy for teaching speaking skills, particularly in the context of storytelling.

The study aims to analyze the relationship between learning discipline and students' critical thinking abilities in math learning. A quantitative approach with correlational survey methods is used in this study. Sample of 44 junior high school students selected through simple random sampling technique. Instruments used as lamps to measure learning discipline and tests to measure critical thinking ability. Data analysis was performed through Liliefors normality testing, Pearson correlation testing, and simple linear regression. The normality test results show that discipline learning data is normally distributed (Lo = 0.0995 < Ltable = 0.133), whereas critical thinking data is not normally distributed (Lo = 0.2266 > Ltable = 0.133). The correlation test results show the value of r = 0.211 and thitung = 1.423 < ttable = 1.683, meaning there is no significant relationship between learning discipline and critical thinking ability. The regression results also show the value of Fhitung = 2.15 < Ftabel = 4.08, which means there is no significant influence between learning discipline on critical thinking ability. Thus, that learning discipline does not affect significantly on students' critical thinking ability in math learning. This results in a more comprehensive learning approach to develop critical thinking skills.

Problem-Based Learning (PBL) is a student-centered teaching approach, where the learning process begins with a real-life problem relevant to everyday life. PBL encourages students to actively seek information, analyze data, and formulate solutions through group work and discussion. This approach not only develops critical thinking, problem-solving, and communication skills but also increases students' independence and responsibility for their own learning process. This article aims to examine how PBL is implemented in two main curricula in Indonesia: the 2013 Curriculum (K13) and the Independent Curriculum. In the 2013 Curriculum, PBL is integrated through a scientific approach and project-based activities, where students are invited to explore concepts and theories through investigative activities. Meanwhile, the Independent Curriculum provides more space for teachers and students to design contextual and personalized learning activities, making the implementation of PBL more flexible and adaptive to local needs and student characteristics. The literature review results indicate that both curricula effectively utilize PBL principles to enhance students' cognitive and metacognitive skills. The Independent Curriculum, in particular, places greater emphasis on independent learning, self-reflection, and the development of student interests through differentiated learning. Thus, the application of PBL within the context of the Independent Curriculum has proven to be more adaptive to the dynamics of 21st-century learning. In conclusion, the use of Problem-Based Learning in both curricula has significant potential to enhance students' learning abilities, as long as the approach is tailored to school conditions, student characteristics, and is supported by competent teachers and training in implementing this method effectively.

This study aims to conduct a critical study of the teaching materials for Islamic Religious Education and Character Building (PABP), specifically on the material "Avoiding Backbiting and Carrying Out Tabayun" used in class VII of SMPIT Takhassus Al-Qur'an Ashabiq. The focus of the study in this study covers several important aspects, namely learning objectives, the material delivered, the learning methods and models applied, evaluation of learning outcomes, and sources and references for teaching materials used by teachers and students. The approach used in this study is descriptive qualitative with data collection techniques through document studies of teaching materials, observations of the learning process in the classroom, interviews with teachers and students, and data validation is carried out through expert audits to ensure the accuracy of the findings. The results show that the teaching materials used have referred to the principles of the Independent Curriculum and the Pancasila Student Profile, which emphasize the development of character and student competencies as a whole. However, several significant weaknesses were found, especially in terms of integration between learning objectives with learning activities and evaluations carried out. Learning materials are structured in a normative and idealistic manner, but they do not adequately accommodate students' real-life contexts, particularly in facing the challenges of today's digital era, which significantly impact how they understand and internalize religious values. Learning evaluation is still dominated by cognitive measures such as written tests and conceptual understanding, while the attitudinal and skill dimensions, which are crucial for character education, have not been optimally measured. Furthermore, the learning resources used are quite limited, relying solely on textbooks and student worksheets (LKS), without any support from contemporary literature or digital media that could enrich the learning process and make it more engaging and relevant to today's students.

This study aims to examine in-depth the forms and types of clauses that appear in everyday conversations on social media, particularly on the Facebook platform. The focus of the study is directed at how social media users form and use clauses in online interactions, and their implications for message comprehension. This study uses a qualitative descriptive method with data collection techniques consisting of observations of conversations and interactions between users. The collected data are then analyzed to identify patterns, variations, and characteristics of the clauses used. The results show that the language forms used tend to be non-standard, for example, short sentences, omissions of subject or predicate elements, and the use of informal vocabulary. However, these variations do not hinder the understanding of messages between users. Instead, the use of these forms reflects users' adaptation to the nature of online communication, which demands speed and efficiency. This phenomenon demonstrates the flexibility of language that is constantly evolving in response to changes in social and technological contexts. The research findings confirm that language dynamics in the digital era not only influence clause form and structure but also enrich the variety of contemporary Indonesian discourse. This has important implications for education, particularly in language learning. By understanding the role of clauses in online communication, educators can adapt teaching methods to be more relevant to the linguistic realities faced by students. This research contributes to the study of sociolinguistics and digital communication, while also opening up opportunities for further research. Future, more in-depth studies could explore the influence of online interactions on language development, the relationship between language and culture, and how technology shapes communication patterns in society.  

This study aims to examine in depth the role of Islamic Religious Education (PAI) in shaping the character and ethics of students at Madrasah Aliyah Al-Hikmah, Ciruas, Serang, Banten. Amidst the challenges of globalization and modernization that bring changes in values and behavior, PAI plays a strategic role in instilling moral, spiritual, and social values in students. Religious education not only teaches religious knowledge but also shapes attitudes, behaviors, and mindsets in accordance with Islamic teachings, enabling students to cope with diverse environmental influences. This study uses a qualitative descriptive approach with data collection techniques through observation, in-depth interviews, and documentation studies. Research informants consisted of PAI teachers, students, the principal, and homeroom teachers, thus obtaining a comprehensive picture of the implementation of PAI at the madrasah. The results show that PAI makes a significant contribution to the formation of student character, particularly in aspects of religiosity, discipline, responsibility, honesty, tolerance, and courtesy. Learning strategies used include habituating worship, teacher role models, enforcing school rules, and integrating Islamic values into all subjects. Additionally, extracurricular activities such as religious study groups, Islamic holiday commemorations, and Quran memorization programs are also effective tools for strengthening students' character. However, this study also identified several challenges, including low parental involvement in children's character development, negative environmental influences, and limited variety of learning methods. Therefore, synergy between madrasahs, families, and the community is needed to create an educational ecosystem that supports comprehensive and sustainable character development. Through this collaboration, Islamic Religious Education (PAI) is expected to provide a strong foundation for creating a generation with noble character and competitiveness in the modern era.

The topics of morphology, anatomy, and physiology are integral to biology learning, yet they often present challenges for students due to their abstract and complex nature. Difficulties in understanding body structures and invisible biological processes lead to low student interest and engagement. This study aims to identify innovative learning approaches through an analysis of national scientific literature over the past decade. The results show that the integration of digital technology and student-centered learning methods can improve conceptual understanding and learning motivation. The most prominent innovations include the use of VR and AR-based media to clarify visualizations, the use of interactive videos and simulations to explain biological functions, and the application of contextual learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL). These approaches have proven effective in creating a more immersive learning experience that is relevant to students' needs.

This study aims to describe in depth the role of guidance and counseling (BK) in improving the effectiveness of consultation and collaboration services at SMA Negeri 3 Tasikmalaya City. Consultation and collaboration services are an integral component of the BK program that focuses on professional interactions between BK teachers and various related parties, such as subject teachers, homeroom teachers, parents, and other stakeholders who are concerned about student development. Through these services, BK teachers help students overcome personal, social, and academic problems holistically. This study used a qualitative approach with descriptive methods. Data were collected through in-depth interviews, participant observation, and documentation analysis to obtain a comprehensive picture of the consultation and collaboration practices implemented. The data analysis process was carried out thematically to identify interaction patterns, forms of collaboration, and supporting and inhibiting factors in the implementation of services. The results show that BK teachers at SMA Negeri 3 Tasikmalaya City play an active role as a communication liaison between students, teachers, and parents, as well as mediators in solving problems faced by students. Effective collaboration between BK teachers and all related parties contributes to the creation of a conducive, inclusive, and responsive learning environment to students' needs. Consultation services implemented in a planned, continuous, and data-driven manner can provide a better understanding of student problems and offer appropriate and applicable alternative solutions. These findings confirm that guidance and counseling play a strategic role in supporting educational success in schools. The implementation of effective consultation and collaboration services not only positively impacts student problem-solving but also strengthens synergy between educational elements in building a supportive school climate oriented toward student well-being.

Improving the quality of biology learning in secondary schools requires pedagogical innovations that connect academic content with real-life contexts and leverage digital technology. This study aims to analyze the effect of a contextual teaching approach assisted by interactive PowerPoint on students’ learning outcomes in the human respiratory system topic. A true experimental design with a pretest–posttest control group was employed at SMA Negeri 1 Langowan, involving two eleventh-grade classes selected through simple random sampling. The experimental class received contextual instruction integrated with interactive PowerPoint, while the control class was taught using conventional methods. Data were collected through validated achievement tests and analyzed using normality and homogeneity tests, followed by independent and paired t-tests. The results indicate a significant improvement in learning outcomes for students in the experimental class compared to the control group. The experimental group’s posttest scores were substantially higher, and the difference was statistically significant. Integrating a contextual approach with interactive visualization effectively enhanced students’ understanding of abstract biology concepts, promoted active participation, and strengthened learning motivation. These findings support constructivist theory and highlight the relevance of contextual teaching in science education aligned with the Merdeka Curriculum. The study implies the importance of implementing context-based strategies combined with simple digital media to improve biology learning effectiveness. Future research may explore its impact on non-cognitive skills such as critical thinking and scientific attitudes. Furthermore, the results of this study provide opportunities for teachers to be more creative in designing teaching materials that are not only informative but also interactive and relevant to students' lives. By utilizing media such as interactive PowerPoint, teachers can present complex biological content in a more engaging and understandable way.