INTEGRATING CLIMATE CHANGE CONTEXTS INTO NUMERACY LEARNING: PROJECT-BASED ACTIVITIES IN PRIMARY SCHOOL

Climate change is a global challenge that impacts health, the environment, and socio-economics, thus demanding innovation in basic education. Numeracy plays an important role not only as a numeracy skill, but also as a means of building students' critical awareness of environmental issues. This study aims to analyze the application of climate change-oriented numeracy through the context of catfish cultivation for sixth-grade students at Muhammadiyah 3 As-Salam Primary School, Malang City. This research method uses a descriptive qualitative approach with a single-site case study design. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman model. The results showed that the application of integrated numeracy in project-based learning (PjBL), included the calculation of feed costs, economic profits, and analysis of fish growth data related to environmental factors such as temperature and water quality. Obstacles found included differences in students' numeracy abilities, limited contextual learning media, and students' tendency to memorize numbers without concluding. Teacher strategies to overcome these obstacles included learning differentiation, utilization of local resources, use of digital media, and reflective discussions. The conclusion of this study confirms that the application of climate change-based numeracy not only improves numeracy skills but also fosters students' ecological awareness from an early age .