<![CDATA[This study aims to describe the implementation of environment-based science learning in increasing the participation of fourth-grade students at MIN 16 Magetan. This study uses a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, interviews, and documentation involving teachers and fourth-grade students as research subjects. The results of the study indicate that environment-based science learning has begun to be implemented by linking learning materials to everyday life and the students' surroundings. Teachers use storytelling methods, group discussions, and presentations to increase student involvement in the learning process. Group discussion activities encourage students to exchange opinions, ask questions, and work together in completing worksheets related to cultural diversity material. Presentation activities also help students become more confident in presenting discussion results in front of the class. However, student participation is still uneven because some students tend to be passive and depend on their group mates. Overall, environment-based science learning can make learning more meaningful, interesting, and interactive and can increase student participation in the learning process.]]>
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