<![CDATA[Student learning activeness remains a challenge in elementary school learning, particularly when learning activities are still dominated by teacher explanations and provide limited opportunities for direct student involvement. This study aims to analyze the effectiveness of the Contextual Teaching and Learning (CTL) model with a learning by doing approach in increasing the learning activeness of fourth-grade students at UPT SD Negeri Sidorejo 2. This study employed Classroom Action Research using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research subjects were 10 fourth-grade students. Data were collected through student activity observation sheets, learning achievement tests, documentation, field notes, and teacher reflection journals. The learning activities focused on IPAS material about environmental conditions, particularly through direct erosion simulation activities. The results showed an increase in student learning activeness after the implementation of CTL with the learning by doing approach. The average student activity increased from 45% in the pre-cycle to 62.5% in Cycle I and 86.5% in Cycle II. In terms of classical activity, the number of actively participating students increased from 2 students (20%) in the pre-cycle to 5 students (50%) in Cycle I and all 10 students (100%) in Cycle II. The findings indicate that CTL combined with learning by doing can effectively increase student involvement in asking questions, responding, participating in practical activities, and collaborating in groups.]]>
