<![CDATA[This study aims to describe the implementation of culture-based learning for third-grade students at SD GMIH LOC in Morotai regency. The study focuses on the planning, implementation, and evaluation of culture-based learning, as well as the supporting and inhibiting factors influencing its implementation. This research employs a qualitative approach with a descriptive research desing. The participants consist of the school principal, a third-grade teacher, and three third-grade students at SD GMIH LOC, Morotai island regency. Data were collcted through interviews, observations, and documentation. Data analysis involved data reduction, data presentatin, and conclusion drawing. Data validity was established through source and tachnique triangulatiom. The findings indicate that culture-based learning has been implemented by integrating elemenst of Morotai’s local culture into classroom activites. At the planning stage, the teacher prepares learning modules containing materials with the studenst’surrounding environmet, folk tales, local languages, traditional games, and local customs. This approach makes learning more contextual, relevant, and meaningful for students. Learning evaluation is conducted through observation, assignments, and assessment of students’ learning outcomes. Supporting factors include the principal’s support, the availability of local culture as a learning resource, and studenst’enthusiasm for learning. Meanwhile, inhibiting factors include the limited availability of local culture-based teaching materials and relevant learning resources. Therefore, culture-based learning can enhance students’ understanding while fostering appreciation, awareness, and love for the local culture. The findings suggest that integrating local culture elements into elementary education can strengthen meaningful learning and preserve culturl values among younger genertins.]]>
