<![CDATA[The low science learning outcomes of students are attributed to teacher-centered instructional practices, which limit students' ability to relate learning materials to real-life experiences in their surrounding environment. This condition has resulted in a low level of conceptual understanding in science. This study aimed to determine the effect of the implementation of the environment-based Contextual Teaching and Learning model on the science learning outcomes of fifth-grade students at SD Inpres Lara. This research employed a quantitative approach using a pre-experimental method with a One Group Pretest–Posttest Design. The population consisted of all 12 fifth-grade students at SD Inpres Lara, and the entire population was selected as the sample through a saturated sampling technique. Data were collected using a learning achievement test that had been validated by experts. The data were analyzed using descriptive statistics and the Paired Sample t-Test. The results showed that the students' mean score increased from 61.6 in the pretest to 87.3 in the posttest. Furthermore, the Paired Sample t-Test revealed a significance value of p < 0.001, indicating that the implementation of the environment-based contextual teaching and learning model had a significant effect on students' science learning outcomes. Therefore, the environment-based Contextual Teaching and Learning model is effective in improving elementary school students' science learning outcomes. ]]>
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