The contextual learning model is a learning concept that helps teachers link the material being taught with students' real-world situations and encourages students to make connections between their knowledge and its application in their lives. This research method refers to the model of Kemmis and Mc. Taggart, namely classroom action research with a series of steps starting from planning, action, observation and reflection. The data collection technique was carried out using observation guidelines, field notes, interview sheets, process assessment tables, and evaluation sheets (LKS). The data obtained were analyzed and reflected using qualitative descriptive methods. The findings in this study, namely the use of contextual learning models in learning natural resources, get a pretty good impression and response from students. Students' understanding and activities also increase in each cycle. This can be seen from the enthusiasm of students in answering questions from the teacher. In group discussion activities students actively cooperate, exchange ideas, explain each other (peer tutors), support each other and divide tasks into groups. Student learning outcomes in learning natural resources using a contextual approach have increased quite well. The average score of the individual students from each cycle continued to increase. The average value of the first cycle was 67.04, the average value of the second cycle was 72.95, and the average value of the third cycle was 79.08. The value acquisition illustrates that students' understanding of the material using a contextual approach is quite even and successful.