<![CDATA[Science and Social Studies (IPAS) learning on ecosystem material at SD N Banjar Kertek has not been supported by an aquaponics-based teaching module, causing the learning process to be less contextual. This study aimed to determine the practicality of an aquaponics-based teaching module in fifth-grade IPAS learning. The research method used the ADDIE model limited to the analyze, design, and development stages with 26 fifth-grade students as the subjects. Data collection techniques were carried out through observation, interviews, validation questionnaires, and student and teacher response questionnaires. The data obtained from the validation and user responses were analyzed descriptively and quantitatively through percentage calculations to determine the level of feasibility and practicality of the module. The results showed that the module obtained validation scores of 91.67% from material experts, 83.33% from media experts, and 91.67% from practitioner experts, all categorized as very feasible. In addition, the student response questionnaire obtained an average score of 86.2% in the very good category, indicating that the module was easy to understand, attractive, and practical to use in learning activities. Therefore, the aquaponics-based teaching module was declared practical to use and capable of helping students understand ecosystem concepts in a more contextual way. Abstrak Pembelajaran IPAS materi ekosistem di SD N Banjar Kertek masih belum didukung modul ajar berbasis akuaponik sehingga pembelajaran kurang kontekstual. Penelitian ini bertujuan mengetahui kepraktisan modul ajar berbasis akuaponik pada pembelajaran IPAS kelas V. Metode penelitian menggunakan model ADDIE yang dibatasi pada tahap analyze, design, dan development dengan subjek uji coba terbatas dilakukan pada 26 siswa kelas V. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket validasi, dan angket respons siswa serta guru. Data yang diperoleh dari hasil validasi dan respons pengguna diolah secara deskriptif kuantitatif melalui perhitungan persentase untuk mengetahui tingkat kelayakan dan kepraktisan modul. Hasil penelitian menunjukkan bahwa modul memperoleh nilai validasi ahli materi 91,67, ahli media 83,33, dan ahli praktisi 91,67 dengan kategori sangat layak. Selain itu, hasil angket respons siswa memperoleh rata-rata skor sebesar 86,2 dengan kategori sangat baik yang menunjukkan bahwa modul mudah dipahami, menarik, dan praktis digunakan dalam pembelajaran. Dengan demikian, modul ajar berbasis akuaponik dinyatakan praktis digunakan dan mampu membantu siswa memahami konsep ekosistem secara lebih kontekstual. ]]>
