<![CDATA[This study aims to describe the teacher's roles in implementing an ethnoscience-based contextual learning model in Grade IV IPAS at SD Negeri Bumiayu 03. The study employed a qualitative approach with a case study design. The participants consisted of the Grade IV teacher as the main informant and Grade IV students as supporting informants. Data were collected through observation, interviews, and documentation. Data credibility was examined through technical triangulation, while data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing and verification. The findings show that the teacher performed seven roles in implementing ethnoscience-based contextual learning: learning resource, facilitator, learning manager, demonstrator, guide, motivator, and evaluator. These roles were demonstrated through delivering material in accessible language, using learning media and worksheets, managing learning stages, providing examples through pictures and videos, assisting students during observation and group discussion, providing motivation and reinforcement, and conducting initial, formative, and summative assessments. The learning implementation connected IPAS content with students' daily experiences and local culture through observing, comparing, classifying, and communicating activities. The findings indicate that the teacher's active roles are important in creating contextual and meaningful IPAS learning.]]>
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