<![CDATA[This study examined teachers’ perceptions of the implementation of the 5T learning model based on Manggarai local culture in Catholic Religious Education and Character Education at SMP Negeri 2 Lamba Leda. The study was motivated by the predominance of teacher-centered learning practices that limited student participation and contextual learning experiences. The 5T learning model, consisting of Toing, Toming, Tatang, Teing, and Titong stages, was developed as a contextual learning innovation integrating local cultural values into classroom instruction. This study employed a descriptive qualitative approach involving three Catholic Religious Education teachers. Data were collected through interviews and analyzed using the Miles and Huberman model, including data condensation, data display, and conclusion drawing. The findings showed that teachers perceived the 5T learning model positively because it was practical, culturally relevant, and closely connected to students’ daily lives. The implementation of the model increased student participation, collaboration, communication, critical thinking, and learning outcomes. In addition, the Titong stage strengthened parental involvement in supporting students’ learning at home. These findings indicate that the 5T learning model can serve as an alternative contextual approach to support active, meaningful, and student-centered learning in Catholic Religious Education.]]>
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