<![CDATA[The use of the surrounding environment as a learning resource is a strategic step to present contextual, meaningful, and fun Natural and Social Sciences (IPAS) learning for students. This study aims to analyze teachers' strategies in optimizing the surrounding environment as a learning resource in science subjects and identify obstacles and efforts to overcome them. This study uses a qualitative approach with a descriptive method. Data were collected through in-depth interviews with science teachers, observation of outdoor learning activities, and documentation of learning tools. The data analysis technique uses interactive models from Miles, Huberman, and Saldana which include data reduction, data presentation, and conclusion drawn. The results of the study show that teachers' strategies include three main stages: (1) planning, through mapping of science materials that are relevant to the school/community environment and the preparation of environment-based Student Worksheets (LKPD); (2) implementation, through direct observation methods, field interviews, and the use of natural materials/surrounding waste as a demonstration medium; and (3) evaluation, through performance assessment and reflection with students. Obstacles faced include limited time allocation, outdoor classroom management, and weather factors. This study concludes that optimal use of the surrounding environment is proven to improve students' understanding of concepts, science process skills, and environmental concerns.]]>
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