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Journal articles on the topic 'A contextual approach'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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1

Baskin, Thomas W., and Christopher D. Slaten. "Contextual School Counseling Approach." Counseling Psychologist 42, no. 1 (2013): 73–96. http://dx.doi.org/10.1177/0011000012473664.

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Atabekovich, Koshnazarov Rasul. "TEACHING FUTURE MATHEMATICS TEACHERS BASED ON A CONTEXTUAL APPROACH." American Journal of Social Science and Education Innovations 6, no. 6 (2024): 68–71. http://dx.doi.org/10.37547/tajssei/volume06issue06-13.

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Principles of teaching (didactic principles) are the basic (general, guiding) provisions that determine the content, organizational forms and methods of the educational process in accordance with its goals and laws. Such guidelines characterize the ways in which laws and regulations can be used in accordance with intended purposes. The principles of teaching, by their origin, are a theoretical generalization of pedagogical practice. They are objective in nature, arise from practical experience, and therefore are guidelines that regulate activities in the process of teaching people. The principles cover all aspects of the learning process. At the same time, they are subjective in nature, since they are reflected in the teacher’s consciousness in different ways, with varying degrees of completeness and accuracy.

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Vieira Da Cunha, João, Ken Kamoche, and Miguel Pina E Cunha. "Organizational Improvisation: a Contextual Approach." International Review of Sociology 13, no. 3 (2003): 567–89. http://dx.doi.org/10.1080/0390670032000139539.

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Kurian, Anne. "Children’s Anxiety: A Contextual Approach." Child and Adolescent Mental Health 14, no. 2 (2009): 111–12. http://dx.doi.org/10.1111/j.1475-3588.2009.00530_7.x.

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Henshall, Amanda. "Children’s Anxiety: A Contextual Approach." Children & Society 23, no. 3 (2009): 236–37. http://dx.doi.org/10.1111/j.1099-0860.2008.00205.x.

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Delarivière, Sven, Joachim Frans, and Bart Van Kerkhove. "Mathematical Explanation: A Contextual Approach." Journal of Indian Council of Philosophical Research 34, no. 2 (2017): 309–29. http://dx.doi.org/10.1007/s40961-016-0086-2.

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Kotze, Hannelie. "Children's Anxiety: A Contextual Approach." Journal of Child & Adolescent Mental Health 20, no. 2 (2008): 135–36. http://dx.doi.org/10.2989/jcamh.2008.20.2.10.693.

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Vaknin, Elena E., Anatoly G. Madzhuga, and Galina V. Pochukaeva. "Virtual psychology: The contextual approach." Psychology in Education 4, no. 3 (2022): 257–67. http://dx.doi.org/10.33910/2686-9527-2022-4-3-257-267.

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Samsir, Samsir, M. Idman Salewe, and Tarmizi Tahir. "RELEVANSI PENDEKATAN TEKSTUAL DAN KONTEKSTUAL (STUDI KOMPARATIF DALAM MEMAHAMI PESAN AL-QUR’AN)." TAFASIR: Journal of Quranic Studies 3, no. 1 (2025): 1–16. https://doi.org/10.62376/tafasir.v3i1.72.

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This study examines the relevance of textual and contextual approaches in understanding the message of the Qur’an through a comparative study. The textual approach emphasizes the literal meaning and linguistic structure of the verses, while the contextual approach considers the historical, social, and cultural dimensions surrounding the revelation. Using a qualitative method based on literature review, this study analyzes primary and secondary sources relevant to Qur’anic exegesis. The findings indicate that the contextual approach offers a more responsive understanding of contemporary issues, whereas the textual approach is essential to preserve the integrity and purity of the Qur’anic message. The integration of both approaches is proposed as an ideal model for interpreting the Qur’an comprehensively and contextually. This article contributes to the development of Qur’anic exegesis methodology that is adaptive to modern social dynamics.Keywords: Qur’anic Interpretation; Textual Approach; Contextual Approach; Comparative Study

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Martín- Murcia, Francisco, and Rafael Ferro- García. "Building the Self. A Contextual Approach." Psychology, Society, & Education 8, no. 2 (2017): 149. http://dx.doi.org/10.25115/psye.v8i2.555.

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Abstract: We propose a review of the formation of the Self from a phenomenological-contextual perspective. This approach is justified as a way of solving the metaphors that are used to understand the formation of the Self, which usually commits either categorical and reification errors or directly aporetic arguments. The concept of the Self is not denied, given the huge reinforcement received by the human organism from infancy to tact with private experiences, and such being-in-contact is precisely the primary phenomenological experience of the Self. A genuinely behavioral explanatory model is presented, understanding the Self as a social epiphenomenon that requires a basic pre-reflective awareness in a particular cultural context that will shape it through prototypical verbal behavior in human interaction. Finally, the different stages of Self-learning are described. The discussion underlines the extraordinary importance of understanding the Self in terms of perspective, which leads to the parsimonious comprehension of the classic features attributed to the Self, such as constancy, timelessness, transcendence and interiority without elaborating mental constructs. Construyendo el Yo: un enfoque contextual Resumen: Se plantea una reconsideración de la formación del Yo desde una perspectiva fenomenológica-contextual. Se justifica dicho enfoque como una forma de resolución de las metáforas que suelen utilizarse para entender la formación de la ipseidad, en las que habitualmente se cae tanto en errores categoriales y de reificación o directamente en argumentos aporéticos. No se reniega del concepto, dado el enorme reforzamiento recibido en los organismos humanos a contactar desde la infancia con las experiencias privadas y ese estar-en-contacto es precisamente la experiencia fenomenológica primaria del Yo. Se presenta un modelo explicativo genuinamente conductual, entendiendo el Yo como un epifenómeno social que requiere una conciencia básica pre-reflexiva en un contexto cultural determinado que le dará forma a través de la conducta verbal prototípica en la interacción humana. Por último, se describen las distintas etapas del aprendizaje del Yo. Se enfatiza en la discusión la extraordinaria importancia de una comprensión del Yo en términos de perspectiva ya que permite entender de forma parsimoniosa las clásicas características atribuidas al mismo, como constancia, atemporalidad, trascendencia e interioridad sin necesidad de elaborar constructos mentales

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Nizhnikov, Alexander I., and Oksana M. Rastopchina. "TEACHING HIGHER MATHEMATICS: THE CONTEXTUAL APPROACH." Bulletin of the Moscow State Regional University (Pedagogics), no. 3 (2018): 184–93. http://dx.doi.org/10.18384/2310-7219-2018-3-184-193.

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Yangzhou Hu and J. R. Brent Ritchie. "Measuring Destination Attractiveness: A Contextual Approach." Journal of Travel Research 32, no. 2 (1993): 25–34. http://dx.doi.org/10.1177/004728759303200204.

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Nock, David A., and Larry Johnston. "Ideologies: An Analytic and Contextual Approach." Canadian Public Policy / Analyse de Politiques 23, no. 3 (1997): 349. http://dx.doi.org/10.2307/3551586.

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Carens, Joseph H. "A Contextual Approach to Political Theory." Ethical Theory and Moral Practice 7, no. 2 (2004): 117–32. http://dx.doi.org/10.1023/b:etta.0000032761.25298.23.

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Zhang Creaser, Chun. "Family Stress Management: A Contextual Approach." Journal of Family Theory & Review 9, no. 4 (2017): 579–84. http://dx.doi.org/10.1111/jftr.12235.

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Rafi, Kambaiz. "ICT in Development: A Contextual Approach." Indian Journal of Human Development 12, no. 3 (2018): 453–61. http://dx.doi.org/10.1177/0973703018800197.

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The importance of information and communication technology (ICT) in economic development is a topic that still raises contention. The view held commonly among global development institutions—the World Bank, UN, The Organisation for Economic Co-operation and Development (OECD) and so on—is that it plays a positive role. Within a new approach to the role of knowledge in economic development, stress is laid on how to bridge the gap between technologically advanced countries (TACs) where ICT use is widespread and less developed countries (LDCs) where shortage or lack of access to it is perceived as an impediment to growth and development. While agreeing, in principle, with a positive viewpoint on ICT in economic development, this essay takes a different approach; it seeks to analyse the contextual adaptations of ICT use rather than its use ipso facto leading to a positive outcome. It is argued that ICT use adapts itself to the socio-organizational design of work in an LDC rather than transforming it. Further, to bring this technological change, a much more hands-on approach in ICT service production and dissemination would be required instead of these countries functioning as mere recipients of arm’s length ICT services.

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Nissenbaum, Helen. "A Contextual Approach to Privacy Online." Daedalus 140, no. 4 (2011): 32–48. http://dx.doi.org/10.1162/daed_a_00113.

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Recent media revelations have demonstrated the extent of third-party tracking and monitoring online, much of it spurred by data aggregation, profiling, and selective targeting. How to protect privacy online is a frequent question in public discourse and has reignited the interest of government actors. In the United States, notice-and-consent remains the fallback approach in online privacy policies, despite its weaknesses. This essay presents an alternative approach, rooted in the theory of contextual integrity. Proposals to improve and fortify notice-and-consent, such as clearer privacy policies and fairer information practices, will not overcome a fundamental flaw in the model, namely, its assumption that individuals can understand all facts relevant to true choice at the moment of pair-wise contracting between individuals and data gatherers. Instead, we must articulate a backdrop of context-specific substantive norms that constrain what information websites can collect, with whom they can share it, and under what conditions it can be shared. In developing this approach, the paper warns that the current bias in conceiving of the Net as a predominantly commercial enterprise seriously limits the privacy agenda.

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18

Frostenson, Magnus. "Humility in Business: A Contextual Approach." Journal of Business Ethics 138, no. 1 (2015): 91–102. http://dx.doi.org/10.1007/s10551-015-2601-9.

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Shrage, Laurie. "Feminist Film Aesthetics: A Contextual Approach." Hypatia 5, no. 2 (1990): 137–48. http://dx.doi.org/10.1111/j.1527-2001.1990.tb00422.x.

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This paper considers some problems with text-centered psychoanalytic and semiotic approaches to film that have dominated feminist film criticism, and develops an alternative contextual approach. I claim that a contextual approach should explore the interaction of film texts with viewers' culturally formed sensibilities and should attempt to render visible the plurality of meaning in art. I argue that the latter approach will allow us to see the virtues of some classical Hollywood films that the former approach has overlooked, and I demonstrate this thesis with an analysis of the film Christopher Strong.,

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20

Woolever, Cynthia. "A Contextual Approach to Neighbourhood Attachment." Urban Studies 29, no. 1 (1992): 99–116. http://dx.doi.org/10.1080/00420989220080081.

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De Regt, Henk W., and Dennis Dieks. "A Contextual Approach to Scientific Understanding." Synthese 144, no. 1 (2005): 137–70. http://dx.doi.org/10.1007/s11229-005-5000-4.

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Sarihasan, Imran, Ádám Novotny, Natanya Meyer, and Domicián Máté. "Female immigrant entrepreneurship: a contextual approach." International Journal of Entrepreneurship and Small Business 51, no. 3 (2024): 342–63. http://dx.doi.org/10.1504/ijesb.2024.136343.

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Canali, Stefano. "Towards a Contextual Approach to Data Quality." Data 5, no. 4 (2020): 90. http://dx.doi.org/10.3390/data5040090.

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In this commentary, I propose a framework for thinking about data quality in the context of scientific research. I start by analyzing conceptualizations of quality as a property of information, evidence and data and reviewing research in the philosophy of information, the philosophy of science and the philosophy of biomedicine. I identify a push for purpose dependency as one of the main results of this review. On this basis, I present a contextual approach to data quality in scientific research, whereby the quality of a dataset is dependent on the context of use of the dataset as much as the dataset itself. I exemplify the approach by discussing current critiques and debates of scientific quality, thus showcasing how data quality can be approached contextually.

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24

Xue, Xu, and Bruno C. d. S. Oliveira. "Contextual Typing." Proceedings of the ACM on Programming Languages 8, ICFP (2024): 880–908. http://dx.doi.org/10.1145/3674655.

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Bidirectional typing is a simple, lightweight approach to type inference that propagates known type information during typing, and can scale up to many different type systems and features. It typically only requires a reasonable amount of annotations and eliminates the need for many obvious annotations. Nonetheless the power of inference is still limited, and complications arise in the presence of more complex features. In this paper we present a generalization of bidirectional typing called contextual typing . In contextual typing not only known type information is propagated during typing, but also other known information about the surrounding context of a term. This information can be of various forms, such as other terms or record labels. Due to this richer notion of contextual information, less annotations are needed, while the approach remains lightweight and scalable. For type systems with subtyping, contextual typing subsumption is also more expressive than subsumption with bidirectional typing, since partially known contextual information can be exploited. To aid specifying type systems with contextual typing, we introduce Q uantitative T ype A ssignment S ystem s (QTASs). A QTAS quantifies the amount of type information that a term needs in order to type check using counters. Thus, a counter in a QTAS generalizes modes in traditional bidirectional typing, which can only model an all (checking mode) or nothing (inference mode) approach. QTASs enable precise guidelines for annotatability of contextual type systems formalized as a theorem. We illustrate contextual typing first on a simply typed lambda calculus, and then on a richer calculus with subtyping, intersection types, records and overloading. All the metatheory is formalized in the Agda theorem prover.

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Sri, Desy Sylvia Dinda, and Sunarti Vevi. "Tanggapan Peserta Didik terhadap Pendekatan Pembelajaran Kontekstual oleh Instruktur di Bimbingan Belajar Al-Rasyid Education Lubuk Alung." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 4 (2018): 531–36. https://doi.org/10.5281/zenodo.1492949.

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<em>This research is motivated by the contextual learning approach used by instructor at the Al-Rasyiid Education Tutoring Lubuk Alung in formulating learning materials and the use of interesting and not boring learning models, which are characterized by learning outcomes obtained by students. This type of research is quantitative descriptive. The population in this study was 30 students in Al-Rasyiid Education tutoring. The study sample was taken 22 people.Technical data analysis uses quantitative descriptive techniques with percentage tracking. The results of the study found that (1) students 'responses to the formulation of learning materials used by instructors were categorized as good (2) students' responses to the use of learning models used by instructors were categorized as good. </em>

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Usdarisman, Usdarisman, Debi Febianto, and Abdul Basit. "Pembelajaran Tematik Berbasis Kontekstual di Madrasah Ibtidaiyah Negeri 6 Kota Padang." Edu Cendikia: Jurnal Ilmiah Kependidikan 4, no. 03 (2025): 1581–88. https://doi.org/10.47709/educendikia.v4i03.5450.

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This study aims to (1) describe the contextual-based thematic learning plan that is implemented in MIN 6 Kota Padang, (2) describe contextual contextual teaching-learning in MIN 6 Kota Padang, (3) describe contextual-based thematic learning evaluation in MIN 6 Kota Padang. Methods This study is a qualitative descriptive study that describes phenomena in the field without treatment. The object of this research is the students of grade V MIN 6 Kota Padang. Sources of data obtained from teachers and students of class V. In addition, learning tools are used when learning is implemented. The primary data collection techniques are observation, documentation, and interviews as research support techniques. The results showed that contextual thematic learning planning at MIN 6 Kota Padang was good enough and run as it should be. Implementing contextually thematic learning at MIN 6 Kota Padang is still not by the planning. The practice of a contextual approach to thematic learning is still less than optimal because teachers are less well-understood when applying a contextual-based thematic approach. Finally, the thematic learning evaluation is implemented using the assessment standards. Learning evaluation includes assessing student learning outcomes, which include aspects of attitude, knowledge, and skills.

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Puastuti, Dwi, and Ida Ayu Putu Anggie Sinthiya. "A CONTEXTUAL APPROACH TO GEOGRAPHY LEARNING IN SCHOOL." JLCEdu (Journal of Learning and Character Education) 1, no. 2 (2021): 83–90. http://dx.doi.org/10.56327/jlcedu.v1i2.29.

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This study aims to find out how to apply a contextual approach to geography learning in schools. This research is qualitative research with descriptive analysis technique with literature study. This literature study aims to determine how contextual learning is applied in learning geography in schools. The author collects data and information related to the contextual approach in geography learning, sourced from research journals, both national and international, supporting books, newspapers, and magazines. Based on the results of the discussion in this literature study, it can be concluded that the contextual approach is very suitable to be applied in geography learning because geography learning is possible to be designed with contextual learning. After all, it deals with various physical and social phenomena around the student's environment. In its application, the contextual approach includes seven components such as constructivism, questioning, inquiry, learning community, modelling, reflection, and authentic assessment. There are several benefits of applying a contextual approach in geography learning. It can increase learning motivation, student understanding, critical thinking skills, and learning outcomes.

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Hasanah, Uswatun. "Historical Approach in Understanding Hadith." UMRAN - International Journal of Islamic and Civilizational Studies 10, no. 2 (2023): 37–51. http://dx.doi.org/10.11113/umran2023.10n2.598.

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It is not an easy thing to be able to draw a line of understanding between the social situation that gave birth to the hadith and the life of the people when they want to apply the hadith. It is not enough just to understand the hadith as it is written in the text. It is also not possible to add the text of the hadith because the Prophet as the only source on which the hadith can be relied upon has died. Even more wrong, if you throw away the text of the hadith because it is considered not in accordance with the times. This article aims to complete the lack of existing literature, especially regarding efforts to understand hadith through a historical approach in the modern era. The methodology used in this research is qualitative, through literature and field studies. Beginning with a literature study, then reading about the social situation and cultural background prevailing in the community. Two hadith themes, through two channels of transmission were chosen as research samples, namely the hadith narrated by Abu Dawud number 570, about the virtue of praying a woman in her room and the hadith narrated by al-Nasa’i number 1773, about the command to read more prayers. The contextual side of hadith information has a temporal historical nature that requires adjustment to the conditions of society in every era. Contextual understanding of hadith is not something new, let alone taboo. Because the Prophet and his companions have used a contextual method in understanding the verses of the Qur'an and also the hadith. Hadith spirituality in the form of understanding and its application is carried out by continuing to read hadith texts and then contextually studied through various scientific approaches including historical approaches

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Colace, Francesco, and Francesco Colace. "CACHE: Contextual Approach for Cultural Heritage Enhancing." Journal of Visual Language and Computing 2020, no. 2 (2020): 23–30. http://dx.doi.org/10.18293/jvlc2020-n2-009.

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Alajoutsijärvi, Kimmo, and Kerttu Kettunen. "The “Dean’s Squeeze” revisited: a contextual approach." Journal of Management Development 35, no. 3 (2016): 326–40. http://dx.doi.org/10.1108/jmd-02-2015-0017.

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Purpose – The purpose of this paper is to develop a conceptual framework for identifying the primary tensions that business school dean’s encounter when moving between different university contexts. Design/methodology/approach – The paper is part of a larger research project on the development of business schools. This conceptual paper builds on the studies and personal experiences of business schools and their management in a number of different countries, primarily in Europe, North America, Asia, and the Middle East. Findings – The present study argues that as a response to the increasing corporatization of higher education, the university sector has fragmented into at least three identifiable contexts: the traditional research university, the academic capitalist university, and the corporate university. The authors conclude that the match between a dean’s worldview and the university context ultimately determines the appropriateness, survival, and success of deanship. Practical implications – The paper provides practical suggestions for managing business schools. Given that “good” leadership is always context dependent, no single deanship would fit for all business schools. As an outcome, both deans and the selection committees making decisions regarding their recruitment should be sensitive to their worldviews originating from the university contexts in which they previously worked. Originality/value – Emphasizing a contextual approach to business school leadership, this paper proposes a new typology of deanship situations.

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Mullins, Jennifer S. "Book Review: Intercultural Communication: A Contextual Approach." Business Communication Quarterly 76, no. 3 (2013): 387–91. http://dx.doi.org/10.1177/1080569913493166.

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Jackson, Robert. "Contextual religious education and the interpretive approach." British Journal of Religious Education 30, no. 1 (2008): 13–24. http://dx.doi.org/10.1080/01416200701711675.

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Rahman, Mohammed Mahmudur. "Contextual Recommender Systems Using a Multidimensional Approach." International Journal of Intelligent Information Systems 2, no. 4 (2013): 55. http://dx.doi.org/10.11648/j.ijiis.20130204.11.

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Booth, Kate. "The Democratization of Art: A Contextual Approach." Visitor Studies 17, no. 2 (2014): 207–21. http://dx.doi.org/10.1080/10645578.2014.945353.

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Assidqi, MA Hakim. "CONTEXTUAL CLASSROOM EXPERIENCE THROUGH GENRE BASED APPROACH." Vision: Journal for Language and Foreign Language Learning 4, no. 2 (2015): 227. http://dx.doi.org/10.21580/vjv4i21577.

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This paper is formulated to elaborate the understanding of<br />Genre Based Approach as the part of Systemic Functional Lin-<br />guistic infl uence. SFL has been developed by Halliday that focus<br />on function and meaning as the core aspects. Because of its infl u-<br />ence in linguistic, SFL gives inspiration for inventing GBA, as the<br />kind of approach in language learning. The aims of the study are<br />to explore the base understanding of GBA from its historical and<br />development perspective. In addition, the paper is trying to analyze<br />the main points of GBA and its impact to improve learner skills in<br />classroom activity for some skills, they are writing, reading, speaking<br />and listening.

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Pohl, Klaus, and Klaus Weidenhaupt. "A contextual approach for process-integrated tools." ACM SIGSOFT Software Engineering Notes 22, no. 6 (1997): 176–92. http://dx.doi.org/10.1145/267896.267910.

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Ries, Robert. "A contextual approach to environmental impact assessment." International Journal of Environmental Technology and Management 2, no. 1/2/3 (2002): 8. http://dx.doi.org/10.1504/ijetm.2002.000776.

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Savchenko, O. V. "COMPETENT APPROACH IN WORK WITH CONTEXTUAL VOCABULARY." Тrаnscarpathian Philological Studies 2, no. 34 (2024): 63–67. http://dx.doi.org/10.32782/tps2663-4880/2024.34.2.10.

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Chergui, Nadjah, and Narhimene Boustia. "Contextual-based approach to reduce false positives." IET Information Security 14, no. 1 (2020): 89–98. http://dx.doi.org/10.1049/iet-ifs.2018.5479.

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Pietarinen, Janne, Kirsi Pyhältö, Tiina Soini, and Katariina Salmela-Aro. "Reducing teacher burnout: A socio-contextual approach." Teaching and Teacher Education 35 (October 2013): 62–72. http://dx.doi.org/10.1016/j.tate.2013.05.003.

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Pak, Alexander N., and Chin-Wan Chung. "A Wikipedia Matching Approach to Contextual Advertising." World Wide Web 13, no. 3 (2010): 251–74. http://dx.doi.org/10.1007/s11280-010-0084-2.

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Scandell, Donald J. "The Gate-Trait/Contextual Approach to Assessment." Journal of Human Behavior in the Social Environment 2, no. 4 (1999): 51–65. http://dx.doi.org/10.1300/j137v02n04_04.

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Coffey, Sue, and Charles Anyinam. "Trialing a Contextual Approach to Academic Honesty." Nurse Educator 37, no. 2 (2012): 62–66. http://dx.doi.org/10.1097/nne.0b013e3182461b5c.

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Granello, Darcy Haag. "Using a Contextual Approach in Counseling Men." Journal of Psychotherapy in Independent Practice 1, no. 3 (2000): 43–52. http://dx.doi.org/10.1300/j288v01n03_04.

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Dwivedi, O. P., J. Nef, and J. Vanderkop. "Science, Technology and Underdevelopment: A Contextual Approach." Canadian Journal of Development Studies / Revue canadienne d'études du développement 11, no. 2 (1990): 223–40. http://dx.doi.org/10.1080/02255189.1990.9669398.

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Gunz, Hugh, and Wolfgang Mayrhofer. "Re-conceptualizing career success: a contextual approach." Zeitschrift für ArbeitsmarktForschung 43, no. 3 (2011): 251–60. http://dx.doi.org/10.1007/s12651-010-0049-z.

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Taber, Keith S. "Ken Springer: Educational Research: A Contextual Approach." Science & Education 22, no. 5 (2011): 1267–79. http://dx.doi.org/10.1007/s11191-011-9420-x.

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Wu, Philip Fei, Jessica Vitak, and Michael T. Zimmer. "A contextual approach to information privacy research." Journal of the Association for Information Science and Technology 71, no. 4 (2019): 485–90. http://dx.doi.org/10.1002/asi.24232.

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Kaefer, Frederick, Guillermina Mora, and Ravi Nath. "Data for Societal Good: A Contextual Approach." IEEE Technology and Society Magazine 42, no. 3 (2023): 108–16. http://dx.doi.org/10.1109/mts.2023.3306528.

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Rahmita Yuliana Gazali and Muh. Fajaruddin Atsnan. "Implementation of contextual approach as meaningful mathematics learning." Jurnal Inovasi Pembelajaran Matematika 1, no. 1 (2022): 9–15. http://dx.doi.org/10.56587/jipm.v1i1.7.

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Abstract:

This study aims to describe the implementation of meaningful mathematics learning with contextual approach and to know the student's response to meaningful mathematics learning. The subjects of this study are students of class VIII B SMP Negeri 7 Banjarmasin as many as 27 people and students of class VIII F SMP Negeri 24 Banjarmasin 2020/2021 lesson year as many as 30 people. Technique of collecting data with observation of learning implementation with contextual approach and questionnaire of student response to learning math meaningful with contextual approach, and documentation. Data analysis technique using percentage. The results show that the implementation of meaningful mathematics learning will take place as planned, containing seven components in a contextual approach, if the teacher is able to translate the essence of each step in a syntactic contextual approach with the media and learning resources. Student's response to the learning of mathematics is significant with the contextual approach of qualification both good and very good, although percentage, student response in class VIII B SMP Negeri Banjarmasin better than student response in class VIII F SMP Negeri Banjarmasin

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