<![CDATA[This study aimed to analyze the implementation of the Islamic Religious Education learning model in fostering contextual awareness among elementary school students and to examine the teaching methods and techniques used to develop students’ contextual understanding of Islamic values. This study employed a qualitative case study approach. Data were collected through observation, interviews, and documentation and analyzed using Yin’s case study analysis techniques, including pattern matching, explanation building, time-series analysis, and repeated observations. The findings showed that the implementation of learning consists of planning, implementation, and evaluation stages. During implementation, teachers integrate students’ real-life experiences with Islamic Religious Education through six interconnected stages: Constructivism, Interdisciplinary Concept Mapping, Inquiry, Collaborative Learning, Contextual Application, and Authentic Assessment. Teachers also support learning through cooperative learning with a student-centered approach, combined with discussion, question-and-answer, simulation, assignments, modeling, and reflection. Despite these practices, several challenges remain, including differences in students’ learning styles, varying levels of understanding, classroom management, and maintaining students’ engagement. The study proposed the Interdisciplinary Contextual Learning Model (ICLM) as a theoretical contribution, offering an inclusive framework that integrates Islamic values with interdisciplinary knowledge and students’ everyday experiences to strengthen contextual awareness in Islamic Religious Education.]]>
