<![CDATA[This study aims to develop contextualized Civics teaching materials and evaluate their feasibility, practicality, and effectiveness in increasing the learning interest of second-grade elementary school students. The study employed a Research and Development (R&D) design based on the Borg and Gall model, with the original development procedure modified and limited to nine stages. The participants comprised 27 second-grade students at SD Negeri Ngebung Beran, including 5 students in the small-group trial and 22 students in the large-group trial. Data were collected through observations, interviews, questionnaires, and documentation. The effectiveness of the teaching materials was evaluated using a one-group pretest–posttest design. Quantitative data were analyzed using a paired-samples t-test, while qualitative data were analyzed descriptively. The evaluation results indicated that the contextualized Civics teaching materials were categorized as highly valid, with validation scores of 97.92% from subject-matter experts and 83.33% from media experts. The teaching materials also demonstrated a high level of practicality, as indicated by teacher responses (96.88%), student responses in the small-group trial (93%), and student responses in the large-group trial (90%). The paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores (p = .001), with the mean learning interest score increasing from 37.23 to 42.45, representing a 14.02% increase. These findings suggest that the contextualized Civics teaching materials are highly feasible and practical and have the potential to increase the learning interest of second-grade elementary school students. Practically, the materials provide a concrete and localized instructional resource that can help teachers translate abstract civic concepts into relatable everyday practices.]]>
