<![CDATA[Statistics learning in higher education requires learning materials that connect statistical concepts with authentic quantitative and health-related contexts. However, conventional materials often emphasize statistical procedures without sufficiently integrating numeracy and health literacy. This study aimed to develop contextual statistics teaching materials that integrate numeracy and health literacy using authentic stunting data and a Contextual Teaching and Learning (CTL) framework. The study used the Research and Development (R&D) method based on the first three stages of the ADDIE model: Analyze, Design, and Develop. Product validation was conducted by five experts, consisting of three statisticians and two linguists, using a 4-point Likert scale, with a feasibility threshold of ≥75%. The development results in four main modules: the z-score concept and WHO growth standards; descriptive analysis of anthropometric data; comparison and correlation of stunting risk factors; and interpretation and communication of health data. All modules use authentic data from the Indonesian Nutritional Status Survey (SSGI) and the Community-Based Nutrition Recording and Reporting System (PPGBM) and systematically integrate the seven CTL components. The validation results showed scores of 91.2% for content, 88.7% for presentation, and 93.1% for language, indicating very good validity. The overall mean validity score was 91.2%. The developed contextual statistics teaching materials provide a theoretically valid prototype that integrates statistical learning with numeracy and health literacy through authentic stunting data. However, because field implementation has not yet been conducted, the findings do not establish the materials' readability, practicality, or effectiveness in improving students' literacy or their health data interpretation skills. Further research should examine these aspects through student trials and classroom implementation.]]>
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