<![CDATA[Students' low conceptual understanding of plant diversity highlights the need for contextual learning that connects scientific concepts with everyday experiences. This issue was reflected in the pretest results of both the experimental and control groups, whose average scores were below the Minimum Passing Criteria. This study aimed to determine the effect of integrating Local Wisdom into Contextual Teaching and Learning (CTL) on students' conceptual understanding. A quasi-experimental method with a Control Group Design was applied to seventh-grade junior high school students, involving an experimental class (n = 34) and a control class (n = 31). Data were collected through conceptual understanding tests, observation sheets, and student response questionnaires, then analyzed using the Independent t-test, Mann–Whitney U test, and N-Gain analysis. The findings revealed no significant difference in the students' initial abilities (Sig.= 0.728). However, posttest results showed that the experimental group outperformed the control group significantly (Sig. = 0.000). The experimental class also achieved a higher average N-Gain score. The learning implementation reached 92.86%, accompanied by positive student responses. These findings indicate that integrating Local Wisdom into CTL effectively improves students' conceptual understanding of plant diversity.]]>
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