<![CDATA[Elementary Social Studies (IPS) learning still faces challenges, particularly low student engagement and the absence of instructional models that effectively connect concepts to real-life experiences. This situation highlights the need for a more contextual and meaningful learning approach. The Tri-N–based contextual learning model—emphasizing niteni (observing), niroke (imitating), and nambahi (modifying)—is considered to have strong potential to enhance learning interaction; however, its application in elementary Social Studies remains underexplored, creating a research gap in the development of holistic instructional models. This study aims to examine the effectiveness of the Tri-N–based contextual learning model in improving Social Studies learning outcomes among elementary school students. A quantitative experimental method with a one-group pretest–posttest design was employed, involving 27 fourth-grade students. Learning outcomes were measured using a validated achievement test, and data were analyzed using a paired t-test to determine significant differences between pretest and posttest scores. The results show an increase in the average score from 61.81 to 85.03 after the implementation of the model, indicating a statistically significant improvement. These findings confirm that the Tri-N–based contextual learning model is effective in enhancing Social Studies learning outcomes and contributes to strengthening contextual instructional practices that integrate niteni, niroke, and nambahi.]]>
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