<![CDATA[This study aimed to determine the implementation of the Contextual Teaching and Learning (CTL) model in teaching ecological-themed poetry writing to tenth-grade students at MA Ma’arif 7 Sunan Drajat. The research employed a quantitative approach using a quasi-experimental design. The participants consisted of 23 tenth-grade students. Data were collected through observations of student activities, teacher activities, learning achievement tests, and documentation. The data were analyzed descriptively to determine the level of learning implementation, student participation, and learning outcomes after the application of the CTL model. The results showed that the implementation of the CTL model was carried out effectively. Student activity achieved an average score of 81.74, which was classified as fair, indicating that students actively participated in every stage of the learning process, including observing the surrounding environment, engaging in group discussions, connecting real-life experiences with the learning material, composing ecological-themed poems, and presenting their work in front of the class. Teacher activity was categorized as very good, demonstrating that the learning process was implemented in accordance with the principles of the CTL model. Furthermore, students' learning outcomes improved after the implementation of the CTL approach. The model enabled students to understand the material more meaningfully, enhance their creativity, and develop environmental awareness through poetry writing activities.In conclusion, the Contextual Teaching and Learning (CTL) model is effective in teaching ecological-themed poetry writing, as it enhances student participation and learning outcomes. Moreover, the model encourages students to relate learning concepts to real-life experiences, making the learning process more meaningful and engaging.]]>
