Journal articles: 'Contextual learning'

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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 (February 3, 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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Md Amin, Zulkarnain, Nafisah Kamariah Md Kamaruddin, Norziha Che Him, and Ahmad Badruridzwanullah Zun. "Student’s Learning Style and Achievement after Being Taught Contextually." Environment-Behaviour Proceedings Journal 6, SI4 (July 31, 2021): 103–7. http://dx.doi.org/10.21834/ebpj.v6isi4.2908.

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Contextual learning combines examples taken from everyday experience. The purpose of this research is to identify whether learning contextually will improve students' achievement. A quasi-experimental design used. The engineering students were divided into contextual and non-contextual groups. The Neuro-Linguistics Programming (NLP) VAKD Preferred Representational Systems Test shows, majority of both groups use auditory digital learning styles. There is a significant difference at a significance level of .05, in the achievement test where the contextual groups performed better. The majority of the students in both groups are auditory digital learning styles, learning statistics contextually is an effective method for engineering students. Keywords: NLP VAKD, learning styles, statistics, contextual eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2908

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Zafar, Aasim, and Syed Hamid Hasan. "Towards Contextual Mobile Learning." International Journal of Modern Education and Computer Science 6, no. 12 (December 8, 2014): 20–25. http://dx.doi.org/10.5815/ijmecs.2014.12.03.

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Temple, Paul, Mathieu Acher, Jean-Marc Jezequel, and Olivier Barais. "Learning Contextual-Variability Models." IEEE Software 34, no. 6 (November 2017): 64–70. http://dx.doi.org/10.1109/ms.2017.4121211.

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Kukulska-Hulme, Agnes, and Mike Sharples. "Mobile and contextual learning." ALT-J 17, no. 3 (November 2009): 159–60. http://dx.doi.org/10.1080/09687760903257608.

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Sitosanova, Ol'ga. "CONTEXTUAL LEARNING IN EDUCATION." Modern Technologies and Scientific and Technological Progress 2024, no. 1 (April 22, 2024): 311–12. http://dx.doi.org/10.36629/2686-9896-2024-1-311-312.

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As-Sa'idah, Millah Maryam, Ujang Dedih, and Maslani Maslani. "Effectiveness of Contextual Learning Models, Problem-Based Learning, and Learning Outcomes." Jurnal Inovasi Pendidikan Agama Islam (JIPAI) 2, no. 1 (November 26, 2022): 1–15. http://dx.doi.org/10.15575/jipai.v2i1.18786.

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This study aims to determine the effectiveness of contextual, problem-based learning and conventional learning models on student learning outcomes. The method used is quantitative with a comparative design. The object of this research is the learning outcomes of the seventh-grade students of MTs YPPS Sukamiskin. Class VII A consists of 32 students using a contextual model, class VII B has 34 students using a problem-based learning model, and class VII C has 32 students using a conventional one. Testing the data using the one-way ANOVA test which was analyzed by the SPSS version 20 application. The results of the normality test study, data using contextual learning models, problem-based learning and conventional normal distribution, and other evidence are indicated by the distribution of points on the Q-Q diagram on a diagonal line. While the results of the homogeneity test, the variance data is not homogeneous, this is indicated by the sig value of more than 0.05, namely 0.013. The conclusion from the results of this study is that the use of contextual learning models is more effective than problem-based and contextual learning models. This is evidenced by the average result (mean) using the contextual model is 81.5625, while the average result of the problem based learning model is 61.1765 and the average result of the conventional model is 57.5000.Penelitian ini berujuan untuk mengetahui efektivitas model pembelajaran contextual, problem based learning dan konvensional terhadap hasil belajar siswa. Metode yang digunakan kuantitatif dengan desain komparatif. Objek dalam penelitian ini adalah hasil belajar siswa kelas VII MTs YPPS Sukamiskin. Kelas VII A berjumlah 32 menggunakan model contextual, kelas VII B berjumlah 34 siswa menggunakan model problem-based learning dan kelas VII C berjumlah 32 siswa menggunakan konvensional. Pengujian data menggunakan uji ANOVA satu jalur yang dianalisis oleh aplikasi SPSS versi 20. Hasil penelitian uji normalitas, data yang menggunakan model pembelajaran contextual, problem-based learning dan konvensional berdistibusi normal dan bukti lain ditujukan oleh sebaran titik-titik pada diagram Q-Q berada pada garis diagonal. Sedangkan pada hasil uji homogenitas, data variansi nya tidak homogen hal ini ditujukan oleh nilai sig lebih dari 0,05 yaitu 0,013. Kesimpulan dari hasil penelitian ini adalah penggunaan model pembelajaran contextual lebih efektif dibanding dengan model problem-based learning dan contextual. Hal tersebut dibuktikan hasil rata-rata (mean) dengan penggunaan model contextual adalah 81,5625, sedangkan hasil rata-rata model problem-based learning adalah 61,1765 dan hasil rata-rata model konvensional adalah 57,5000.

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Lengyel, Gabor, Máté Lengyel, and József Fiser. "Contextual learning and inference in perceptual learning." Journal of Vision 22, no. 14 (December 5, 2022): 3999. http://dx.doi.org/10.1167/jov.22.14.3999.

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Maisyaroh, Maisyaroh, Pardomuan Sitompul, and Asmin Asmin. "Development of GeoGebra-Assisted Learning Media Using Contextual Learning to Enhance Mathematical Critical Thinking and Independent Learning." Jurnal Perspektif 9, no. 2 (May 26, 2025): 258. https://doi.org/10.15575/jp.v9i2.358.

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This study aims to obtain valid, practical, and effective GeoGebra-assisted contextual learning media to improve mathematical critical thinking skills and learning independence of grade VIII students. Assess the mathematical critical thinking skills of grade VIII students after using GeoGebra-assisted contextual learning media. Calculate the learning independence of grade VIII students after using GeoGebra-assisted contextual learning media. ADDIE development research is used. Results of the study: Valid, practical, and successful GeoGebra-assisted contextual learning media improve students' mathematical critical thinking skills and learning independence. Students who learn through contextual LKPD and GeoGebra show a significant increase in their critical thinking skills and mathematical independence

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Zhakypova, Zarina, and Chinara Sydykova. "THE IMPORTANCE OF USING CONTEXTUAL LEARNING AS AN EFFECTIVE TEACHING METHOD." Alatoo Academic Studies 21, no. 3 (September 30, 2021): 144–53. http://dx.doi.org/10.17015/aas.2021.213.16.

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This article is about why is important using contextual teaching in learning process. The concept of contextual teaching in learning emphasizes the full student’s activity both physically and mentally. Contextual learning considers that learning is not a memorizing activity, considering facts, but a process of experience in life. Contextual teaching and learning imply that learning becomes meaningful to learners by connecting to the real world. It is based on the diverse skills, interests, experiences and cultures of learners. Education can be used to change human behavior. It can enhance one’s ability to perform verbally, quantitatively and analytically. In this regard, we consider the strengths and weaknesses of this method and analyze whether it is worth using the Contextual method in teaching. The article provides interpretations of the term context by different scientists and its efficiency in all branches of science

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Takahashi, Takuya. "Mechanisms underlying contextual fear learning." Communicative & Integrative Biology 4, no. 6 (November 2011): 726–27. http://dx.doi.org/10.4161/cib.17505.

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Sato, Chihiro, Yukihisa Matsumoto, Midori Sakura, and Makoto Mizunami. "Contextual olfactory learning in cockroaches." NeuroReport 17, no. 5 (April 2006): 553–57. http://dx.doi.org/10.1097/01.wnr.0000209002.17610.79.

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Dibbets, P., J. H. R. Maes, K. Boermans, and J. M. H. Vossen. "Contextual dependencies in predictive learning." Memory 9, no. 1 (January 2001): 29–38. http://dx.doi.org/10.1080/09658210042000021.

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Lesgold, Alan. "Contextual requirements for constructivist learning." International Journal of Educational Research 41, no. 6 (January 2004): 495–502. http://dx.doi.org/10.1016/j.ijer.2005.08.014.

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Almatova, Umida. "INTEGRATING GRAMMAR INTO CONTEXTUAL LEARNING." Multidisciplinary Journal of Science and Technology 4, no. 12 (December 13, 2024): 100–102. https://doi.org/10.5281/zenodo.14445858.

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This paper examines the integration of grammar into contextual learning as a means to enhance language acquisition and proficiency. Contextual learning emphasizes the use of real-life situations and authentic materials, allowing students to engage with grammar in meaningful ways. By embedding grammatical instruction within relevant contexts, learners can better understand the practical applications of grammar, facilitating both retention and application. The paper discusses various instructional strategies, including project-based learning, role-playing, and the use of multimedia resources, that effectively contextualize grammar. Additionally, it addresses the challenges educators face in implementing this approach and provides recommendations for overcoming these barriers. Ultimately, the findings highlight the importance of contextualized grammar instruction in fostering deeper understanding and competence in language use.

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Muhammad Syauqi Jonnata Maftuh. "Understanding Learning Strategies: A Comparison Between Contextual Learning and Problem-Based Learning." Educazione: Journal of Education and Learning 1, no. 1 (December 29, 2023): 54–65. http://dx.doi.org/10.61987/educazione.v1i1.496.

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This study focused on comparing problem-based learning (PBL) and contextual learning (CL) strategies based on findings generated from literature analysis. This study aims to identify essential differences between the two learning approaches and uncover the advantages and limitations of each in an educational context. This research uses a qualitative approach using the library research research type. Data collection techniques using primary and secondary data sources. The data analysis technique used in this study is descriptive analysis. PBL helps students understand concepts and improve problem-solving and collaboration skills. Meanwhile, contextual learning emphasizes applying knowledge in students' real lives, deepening their understanding. Both of these methods have their advantages. PBL focuses on problem-solving, while Contextual Learning links learning to everyday situations. The best choice depends on the learning context and goals of the student, both of which offer learning experiences relevant to the real world. This research implies the importance of considering and integrating both Problem-Based Learning (PBL) and Contextual Learning in student learning experiences.

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Bakulla, Adriany, Muhamad Yunus, and Susalti Nur Arsyad. "PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PKn SDN 8 RINDINGALLO KABUPATEN TORAJA UTARA." EMBRIO PENDIDIKAN: JURNAL PENDIDIKAN DASAR 7, no. 2 (August 14, 2023): 224–35. http://dx.doi.org/10.52208/embrio.v7i2.406.

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Penelitian ini bertujuan untuk mengetahui Pengaruh Pendekatan Contextaul teaching and learning terhadap Hasil Belajar Siswa pada Mata Pelajaran PKn SDN 8 Rindingallo Kabupaten Toraja Utara. Jenis penelitian yang digunakan dalam penelitian ini adalah kuantitatif desain eksperimen semu dengan rancangan one-group pretest-posttes design. Dengan sampel penelitian yaitu siswa kelas V yang berjumlah 30 siswa. Hasil penelitian menunjukan bahwa penerapan pendekatan contextual teaching and learning memiliki peluang lebih tinggi dalam meningkatkan hasil belajar siswa dibanding dengan model pembelajaran ceramah dan hanya sekedar mencatat pelajaran. Hal ini dapat dilihat pada nilai rata-rata siswa sebelum dan sesudah diberi perlakuan dengan menggunakan pendekatan Contextual teaching and learning. Dengan demikian dapat disimpulkan pendekatan Contextual teaching and learning memiliki pengaruh terhadap hasil belajar siswa pada mata pelajaran PKn kelas V SDN 8 Rindingallo Kabupaten Toraja Utara.

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Langdon, David Telles, Rozovsky T, Johnston S, Tailor G, and TellesLangdon S. "Contextual Interference Effect in Learning of Simulated Laparoscopic Tasks." International Journal of Surgery & Surgical Techniques 8, no. 1 (2024): 1–9. http://dx.doi.org/10.23880/ijsst-16000215.

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Laparoscopy, a minimally invasive surgical technique involving fine motor movements of the hands and fingers, has proven to be an invaluable tool in surgical care. Expediting the learning process of surgeons to reach proficiency in this surgical technique directly impacts patient outcomes, recovery times, and time management in hospitals [1]. Within motor learning, blocked and random practice has been identified as having correspondingly low or high levels of contextual interference, with different effects on learning and retention of motor skills. Contextual interference can be described as the level of mental interference created during the practice of motor skills. So far, research has been equivocal in identifying the best practice schedule for optimizing the acquisition and retention of fine and gross motor skills. This study examines the role of contextual interference in the acquisition, short-term retention (10-minute), and long-term retention (10-day) of three variations of a simulated laparoscopic task in 60 adults aged 18-65, 30 males and 30 females. The index of performance was represented by the total time taken to complete each task using curved laparoscopic graspers. Results showed that both blocked and random practice groups significantly improved acquisition performance over 54 acquisition trials. Participants undergoing a blocked practice schedule improved their pattern time-to-completion by 46%, retaining most of their performance in the 10-minute retest while maintaining their skill as well after 10 days. The random practice group improved acquisition performance by 38%, maintaining most of their performance in the short-term retention test, with only a slight decrease in speed in the long-term retention test. No statistically significant differences in the efficiency of blocked versus random practice schedules were found for both acquisition and retention, suggesting that both practice schedules can be viable options for learning and retention of simulated laparoscopic surgical tasks. We suggest tailoring training programs to individual skill levels to provide each learner with the optimal amount of contextual interference to reach their optimal challenge point according to subjective task difficulty experienced.

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Firmansyah, Siti Fatimah, Mukti Ali, Zulkipli, and Rabial Kanada. "Development of Contextual Learning Methods in Islamic Religious Education Learning." Development of Contextual Learning Methods in Islamic Religious Education Learning 1, Vol. 1 No. 2 (2023): October 2023 (March 19, 2024): 10. https://doi.org/10.59890/ijgsr.v1i2.537.

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This study is intended to examine the urgency of developing PAI learning methods from conventional to contextual. The study in the research, among others, discusses the basis of the development of learning methods, the characteristics of conventional learning methods, and the characteristics of contextual learning methods. The method used in the research is a literature study of primary sources and secondary sources, in the form of previous research results which are research reports and articles published in scientific journals. The results showed that to increase the effectiveness of PAI learning, it is necessary to shift from conventional methods to contextual methods. With contextual methods, teachers can relate PAI materials to real situations, illustrate their relevance in everyday life, and encourage students to bridge theoretical knowledge with its application in their lives. The use of contextual methods in PAI learning in schools is an innovative effort to enhance the role of Islamic education in educational institutions, with the main objective of forming Islamic character in students. The study recommends that PAI teachers can apply contextual methods in PAI learning so that the results of PAI learning can be more meaningful for students' lives.

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Nurdalia. "Learning Islamic Religious Education Through Contextual Learning Models: Islamic Moderation Studies." ETDC: Indonesian Journal of Research and Educational Review 2, no. 3 (June 27, 2023): 26–36. http://dx.doi.org/10.51574/ijrer.v2i3.878.

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The purpose of this project is to find out how contextual model learning can be used to teach moderate Islam. Islamic education is a collection of coordinated activities designed to get students excited and ready to learn in accordance with the learning objectives. Teachers of Islamic education must use model learning that is designed to maximize the potential held by participating educators to correctly achieve objective learning. A contextual learning methodology can assist students in integrating Islamic moderation values, which is one of the learning objectives of Islamic education. Using a qualitative methodology, this inquiry was conducted. Researchers should be able to understand, observe, and perform studies regarding in-depth Islamic moderation learning through contextual model learning more correctly with the use of a qualitative technique. The study's findings suggest that: 1) Implementing Islamic education can improve students' cognitive comprehension of Islamic moderation principles. 2) Implementing Islamic education can improve students' affective features to understand moderation in Islam by using contextual learning methods. 3) By using contextual learning techniques in Islamic education, students can absorb moderate Islamic views.

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Baeng, Benediktus, Robinson Situmorang, and Murni Winarsih. "Contextual Electronics Learning Module in Sociology Learning at Senior High School." Journal of Education Research and Evaluation 6, no. 3 (October 31, 2022): 509–19. http://dx.doi.org/10.23887/jere.v6i3.47405.

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The low achievement of student learning outcomes in sociology learning is caused by student learning difficulties. This learning difficulty is caused by limited contextual learning resources. One solution to overcome these learning difficulties is to use contextually based sociology e-modules. This study aims to develop sociology learning e-modules based on a contextual learning approach, especially with the context of East Nusa Tenggara society. This research is a Research and Development (R&D) developed using the Dick and Careys model which is integrated with Hannafin and Peck. Data collection methods are carried out by observation, interviews and questionnaires. Methods of data analysis carried out qualitatively and quantitatively. This study involved teachers, experts and students of class XI IPS as users of the e-module. The results of the study show that the Sociology E-module is declared feasible based on the assessment of experts. The sociology e-module received good ratings by learning design experts, very good by material experts, and very good by media experts. The user response also gives a very good assessment of the E-module. Based on the results of effectiveness testing, the sociology e-module is effective in improving student learning outcomes. This research contributes to sociology learning based on the context of East Nusa Tenggara society.

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Nur Adilah, Slamet Riyadi, and Suwardi Suwardi. "THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING MODELS IN IMPROVING STUDENT LEARNING OUTCOMES IN JUNIOR HIGH SCHOOLS." Journal of Social and Economics Research 6, no. 1 (June 30, 2024): 1811–22. http://dx.doi.org/10.54783/jser.v6i1.566.

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This research aims to systematically examine the effectiveness of the contextual learning model in improving Islamic Religious Education learning outcomes for junior high school (SMP) students. Apart from that, this research also wants to identify the factors that influence the success of implementing this learning model. This research uses a Systematic Literature Review approach. Data was obtained through searching for relevant literature from the Scopus data base in the 2019-2024 publication time period using keywords such as "Contextual Teaching and Learning (CTL)", "Islamic Religious Education", "learning outcomes", and "SMP". Thirty-five articles were found that met the inclusion criteria and were then analyzed in depth. The data analysis techniques used include thematic analysis to identify patterns and themes that emerge in various studies. The results of the analysis show that the application of the contextual learning model is consistently able to improve Islamic Religious Education learning outcomes for junior high school students. This increase in learning outcomes is associated with several factors, including: i) Increased learning motivation. Students become more motivated because learning material is linked to real life. ii) Increased learning activities. Students are more actively involved in the learning process, such as discussions and problem solving. iii) Increased understanding of concepts. It is easier for students to understand the concepts in Islamic Religious Education because learning is carried out contextually. The contextual learning model can be an effective alternative for improving the quality of Islamic Religious Education learning. Teachers, schools and policy makers need to pay more attention to the implementation of this learning model.

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Islam, Aminul, and Muhammad Kamal Uddin. "Effects of Contextual Cues on Learning." Dhaka University Journal of Biological Sciences 31, no. 2 (February 2, 2023): 303–7. http://dx.doi.org/10.3329/dujbs.v31i2.60888.

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The problem of the present study was to investigate whether there is any effect of contextual cues on learning. Literature review indicated a lack of a reliable previous answer to the problem. The purpose of the study was to test whether any connection is created for contextual cues in the brain. It was hypothesized that each contextual cue creates a distinguished connection in the brain. If contextual cues remain identical throughout both practice and revision sessions, learning will enhance. Purposively drawing 36 students from class V, we randomly assigned them under two conditions, namely control and experimental groups. The results showed that the mean scores of control and experimental groups were 9.56 and 14.83 consecutively, which differ significantly at the p < .001 (t = -6.752) level. Since experimental group scored significantly higher than the control group, it was concluded that contextual cues play an important role on learning. Dhaka Univ. J. Biol. Sci. 31(2): 303-307, 2022 (July)

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Lochan DAS, Rajib, Dilip Kumar DAS, and Md Joni ALAM. "Obstacles of Mathematics Learning: A Contextual Study on Learners Perspective." International Journal of Science and Research (IJSR) 7, no. 8 (August 27, 2018): 1444–49. https://doi.org/10.21275/art2019781.

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Surianta, I. Made. "EFFECT OF CONTEXTUAL LEARNING AND ICT MEDIA USE TOWARDS THE ACHIEVEMENT OF MATHEMATICS LEARNING STUDENTS OF NEGERI SMP 1 BANJARANGKAN." Jurnal Ilmiah Disdikpora 1, no. 2 (December 30, 2013): 36–46. https://doi.org/10.5281/zenodo.4308870.

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The purpose of the are: (1) to describe the differences between the mathematics achievement of students who followed the contextual learning with students who followed the conventional learning, (2) to describe the differences between the mathematics achievement students who used ICT media with students who used the conventional media, (3) to describe interaction effect between learning approach and the used of media on mathematics learning achievement. This research was carried out in SMP Negeri 1 Banjarangkan involving 132 students selected by random sampling technique to the class. The design of the study was quasi experimental method with Posttest-Only Control Group Design. The independent variables in this study is the contextual approach which is given in the experimental group and the conventional teaching provided in the control group. Moderator variables are the ICT media and the conventional media. As the dependent variable in the research is mathematics learning achievement. Mathematic learning achievement test as the research instrument used in capturing data. Data analysis using two pathways ANOVA and Tukey test. Based on the analysis of the data that has been done, the results are obtained. (1) Mathematics learning achievement of students who followed the contextual learning is significantly better than mathematics learning achievement of students who followed the conventional learning with a count of Q 4.197. (2) Mathematics learning achievement of students who used media ICT is significantly better than mathematics learning achievement of students who used the conventional media with the number of Q 3.336. (3) There was interaction influence between the applied learning model with the instructional media used in the impact on student mathematics achievement by F test 18.649

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Zhang, Chuxu, Huaxiu Yao, Lu Yu, Chao Huang, Dongjin Song, Haifeng Chen, Meng Jiang, and Nitesh V. Chawla. "Inductive Contextual Relation Learning for Personalization." ACM Transactions on Information Systems 39, no. 3 (May 22, 2021): 1–22. http://dx.doi.org/10.1145/3450353.

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Web personalization, e.g., recommendation or relevance search, tailoring a service/product to accommodate specific online users, is becoming increasingly important. Inductive personalization aims to infer the relations between existing entities and unseen new ones, e.g., searching relevant authors for new papers or recommending new items to users. This problem, however, is challenging since most of recent studies focus on transductive problem for existing entities. In addition, despite some inductive learning approaches have been introduced recently, their performance is sub-optimal due to relatively simple and inflexible architectures for aggregating entity’s content. To this end, we propose the inductive contextual personalization (ICP) framework through contextual relation learning. Specifically, we first formulate the pairwise relations between entities with a ranking optimization scheme that employs neural aggregator to fuse entity’s heterogeneous contents. Next, we introduce a node embedding term to capture entity’s contextual relations, as a smoothness constraint over the prior ranking objective. Finally, the gradient descent procedure with adaptive negative sampling is employed to learn the model parameters. The learned model is capable of inferring the relations between existing entities and inductive ones. Thorough experiments demonstrate that ICP outperforms numerous baseline methods for two different applications, i.e., relevant author search and new item recommendation.

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Trimpl, Michael J., Djamal Boukerroui, Eleanor P. J. Stride, Katherine A. Vallis, and Mark J. Gooding. "Interactive contouring through contextual deep learning." Medical Physics 48, no. 6 (May 3, 2021): 2951–59. http://dx.doi.org/10.1002/mp.14852.

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Ávila, Francisco, Jesús Damas, Juan A. García, Vicente Luis, Raúl Reina, and Antonio Ruíz. "Contextual Interference in Learning Precision Skills." Perceptual and Motor Skills 97, no. 1 (August 2003): 121–28. http://dx.doi.org/10.2466/pms.2003.97.1.121.

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This research studied the effect of different organisations of practice (blocked and random) on the learning of three different types of throwing. 35 male students practiced three precise throws for 3 wk. Initially the subjects were separated into two groups who trained under different conditions of practice (blocked and random). All subjects improved significantly from initial performance, with both blocked practice and random practice. At the end of acquisition no differences were found between the groups. No significant differences were found on retention tests carried out 48 hr., 4 wk., and 8 wk. after the training period.

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FRANCISC. "CONTEXTUAL INTERFERENCE IN LEARNING PRECISION SKILLS." Perceptual and Motor Skills 97, no. 5 (2003): 121. http://dx.doi.org/10.2466/pms.97.5.121-128.

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Over, Harriet, Ruth Lee, Jonathan Flavell, Tim Vestner, and Richard Cook. "Contextual modulation of appearance-trait learning." Cognition 230 (January 2023): 105288. http://dx.doi.org/10.1016/j.cognition.2022.105288.

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Sjödén, Per-Olow, and Trevor Archer. "Contextual cues in taste-aversion learning." Animal Learning & Behavior 16, no. 2 (June 1988): 242–43. http://dx.doi.org/10.3758/bf03209073.

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Belogolovsky, Stav, Philip Korsunsky, Shie Mannor, Chen Tessler, and Tom Zahavy. "Inverse reinforcement learning in contextual MDPs." Machine Learning 110, no. 9 (May 12, 2021): 2295–334. http://dx.doi.org/10.1007/s10994-021-05984-x.

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AbstractWe consider the task of Inverse Reinforcement Learning in Contextual Markov Decision Processes (MDPs). In this setting, contexts, which define the reward and transition kernel, are sampled from a distribution. In addition, although the reward is a function of the context, it is not provided to the agent. Instead, the agent observes demonstrations from an optimal policy. The goal is to learn the reward mapping, such that the agent will act optimally even when encountering previously unseen contexts, also known as zero-shot transfer. We formulate this problem as a non-differential convex optimization problem and propose a novel algorithm to compute its subgradients. Based on this scheme, we analyze several methods both theoretically, where we compare the sample complexity and scalability, and empirically. Most importantly, we show both theoretically and empirically that our algorithms perform zero-shot transfer (generalize to new and unseen contexts). Specifically, we present empirical experiments in a dynamic treatment regime, where the goal is to learn a reward function which explains the behavior of expert physicians based on recorded data of them treating patients diagnosed with sepsis.

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Hoover, Polly. "Contextual Learning and Latin Language Textbooks." Classical World 94, no. 1 (2000): 56. http://dx.doi.org/10.2307/4352499.

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Kapelner, Adam, Jeanine Soterwood, Shalev Nessaiver, and Suzanne Adlof. "Predicting Contextual Informativeness for Vocabulary Learning." IEEE Transactions on Learning Technologies 11, no. 1 (January 1, 2018): 13–26. http://dx.doi.org/10.1109/tlt.2018.2789900.

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Üngör, Metin, and Harald Lachnit. "Contextual control in discrimination reversal learning." Journal of Experimental Psychology: Animal Behavior Processes 32, no. 4 (2006): 441–53. http://dx.doi.org/10.1037/0097-7403.32.4.441.

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Portugal, George S., and Thomas J. Gould. "Nicotine withdrawal disrupts new contextual learning." Pharmacology Biochemistry and Behavior 92, no. 1 (March 2009): 117–23. http://dx.doi.org/10.1016/j.pbb.2008.11.001.

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Spencer, Rebecca M. C., Michelle Sunm, and Richard B. Ivry. "Sleep-Dependent Consolidation of Contextual Learning." Current Biology 16, no. 10 (May 2006): 1001–5. http://dx.doi.org/10.1016/j.cub.2006.03.094.

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Ulasoglu-Yildiz, Cigdem, and Hakan Gurvit. "Implicit contextual learning in spinocerebellar ataxia." Neuropsychology 34, no. 5 (July 2020): 511–23. http://dx.doi.org/10.1037/neu0000614.

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Anwar, Syahrul, Heni Pujiastuti, and Anwar Mutaqin. "PENGARUH CONTEXTUAL TEACHING AND LEARNING DAN SELF REGULATED LEARNING TERHADAP KEMAMPUAN KONEKSI MATEMATIS." Prima: Jurnal Pendidikan Matematika 3, no. 2 (July 31, 2019): 116. http://dx.doi.org/10.31000/prima.v3i2.1169.

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Penelitian ini bertujuan untuk mengetahui pengaruh model contextual teaching and learning dan self-regulated learning terhadap kemampuan koneksi matematis siswa, ditinjau dari siswa kategori self-regulated learning (tinggi, sedang, rendah). Populasi penelitian ini adalah seluruh siswa SMK Darul Fikri Pandeglang, sampel dipilih dua kelas secara acak, yaitu kelas X RPL 1 sebagai kelas eksperimen, dan kelas X TSM 1 sebagai kelas kontrol. Pengumpulan data dilakukan melaui tes dan non tes. Tes berupa 6 soal kemampuan koneksi matematis, sedangkan non tes berupa soal angket self-regulated learning. Pretest diberikan sebagai tes awal sebelum perlakuan contextual teaching and learning, sedangkan posttes dilakukan setelah diberikan perlakuan contextual teaching and learning. Hasil yang diperoleh setelah proses pembelajaran dengan contextual teaching and learning dan self regulated learning terlihat adanya pengaruh yang signifikan terhadap kemampuan koneksi matematis siswa. Dengan demikian, dapat disimpulkan bahwa pembelajaran dengan model contextual teaching and learning dan self-regulated learning berpengaruh terhadap kemampuan koneksi matematis siswa.

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Vadlakonda, Ganesh. "Advancing Generative Artificial Intelligence (AI) Through Multimodal Integration and Contextual Learning." FMDB Transactions on Sustainable Computing Systems 2, no. 3 (September 9, 2024): 131–39. https://doi.org/10.69888/ftscs.2024.000260.

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A great amount of progress has been made in generative artificial intelligence, which developments in neural network topologies and large-scale pretraining have driven. Existing models, on the other hand, frequently fail to meet expectations when they are charged with integrating numerous data modalities or comprehending complicated contextual information. Through the use of multimodal integration and contextual learning, this study investigates novel methods for the advancement of generative artificial intelligence. We provide an all-encompassing framework that integrates textual, visual, and aural input in order to improve the outputs of generative processes. In addition, we present unique strategies for incorporating contextual signals, which give models the ability to generate material that is contextually appropriate and coherent. The architecture that we have suggested makes use of transformer-based encoders, cross-modal attention layers, and dynamic contextual embeddings, which allows it to achieve higher performance across benchmark datasets. According to the findings of the experiments, there have been considerable gains in terms of the quality of the content, coherence, and multimodal alignment. A discussion of potential applications, constraints, and future possibilities for the advancement of generative artificial intelligence is presented in the final section.

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Hamidi, Hamidi, Muhammad Sarjan, Sudirman Sudirman, Agus Muliadi, Iswari Fauzi, Muhammad Yamin, Asrorul Azizi, et al. "Literature review: Philosophical Views on Ecotourism-Based Contextual Science Learning." Journal of Science and Science Education 3, no. 2 (October 31, 2022): 103–9. http://dx.doi.org/10.29303/jossed.v3i2.2288.

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Ecotourism-based contextual science learning is one of the sciences about learning in the science field which is carried out with a contextual approach (CTL) and then associated with its meaning in the field of ecotourism. Science is studied in 3 (three) major aspects of philosophy, namely ontology, epistemology, and axiology. Ecotourism-based contextual science learning, ontologically, the discussion focuses on ecotourism-based contextual science learning. Does learning really exist? Or is it just a name? How is it different from other learning? So contextual science learning based on ecotourism ontologically tries to prove and examine that science can really be proven to exist. The epistemology of ecotourism-based contextual science learning basically talks about the basics, sources, characteristics, truths, and ways to gain knowledge about ecotourism-based contextual science learning. The most important aspects discussed in the epistemology of ecotourism-based contextual science learning are the sources and methods of that knowledge. So, when ecotourism-based contextual science learning is highlighted through epistemology, the discussion is focused on how the sources are used in developing the knowledge and what methods are used because each type of knowledge has different sources and methods of knowledge. When ecotourism-based contextual science learning was born, he actually had to or had carried out an axiological test

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Mahendra, I. Wayan Eka. "CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING." JISAE: Journal of Indonesian Student Assessment and Evaluation 1, no. 1 (June 1, 2015): 28–39. http://dx.doi.org/10.21009/jisae.v1i1.1664.

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This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

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Mahendra, I. Wayan Eka. "CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 1, no. 1 (June 1, 2015): 28. http://dx.doi.org/10.21009/jisae.011.03.

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This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

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Sellheim, Debra. "Contextual learning: a reflective learning intervention for nursing education." Journal of Physical Therapy Education 21, no. 2 (2007): 80. http://dx.doi.org/10.1097/00001416-200707000-00015.

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Tosey, Paul. "The peer learning community: a contextual design for learning?" Management Decision 37, no. 5 (June 1, 1999): 403–10. http://dx.doi.org/10.1108/00251749910274171.

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The term “learning community” is in common usage but appears to mask significant variation in practice. This article begins with a description of the “peer learning community” model within the MSc in Change Agent Skills and Strategies at the University of Surrey, UK. Tosey and Gregory have proposed five criteria as distinguishing this specific, designed model from more general usage of the term “learning community”. From this basis, it is argued that the effectiveness of learning programmes (such as action learning) will be greatly influenced by the framework and context within which they take place. The peer learning community is an example of a contextual design that could be applied within both business and higher education. As such it has relevance to the concept of the “learning organisation”. The presence or absence of conditions such as the five proposed may crucially impact on the effectiveness of programmes of learning. The article concludes by raising critical questions about the peer learning community model.

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Jensen, Povl Erik. "A contextual theory of learning and the learning organization." Knowledge and Process Management 12, no. 1 (January 2005): 53–64. http://dx.doi.org/10.1002/kpm.217.

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Novita Oktaviani and Ulinnuha Nur Faizah. "THE EFFECT OF SCIENCE LITERACY SKILLS TO CONTEXTUAL THINKING SKILLS ON SCIENCE LITERACY-BASED LEARNING." INSECTA: Integrative Science Education and Teaching Activity Journal 5, no. 1 (May 15, 2024): 1–10. http://dx.doi.org/10.21154/insecta.v5i1.8852.

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Along with the development of the 21st century, humans are required to have science literacy and contextual thinking skills. The need for contextual thinking skills and science literacy is one of the challenges in education. This study aims to determine whether science literacy-based learning can improve contextual thinking skills and science literacy skills and to determine the effect of science literacy skills on contextual thinking skills. The method used in this research is quantitative with correlation research design. The sample used was 28 students who participated in filling out the student’s worksheet, multiple choice questions and essay test with a cluster random sampling technique. The research data analysis used non-parametric statistical tests with the help of SPPS 26 for Windows software. The results of this study show that science literacy-based learning improves science literacy with an N-Gain value of 0.1368 and contextual thinking skills with an N-Gain value of 0.6981. Based on the non-parametric statistical test conducted, the sig value is 0.001 or <0.05, and it can be concluded that alternative hypothesis is accepted and science literacy ability affects the ability to think contextually, and there is a correlation coefficient value of 0.601 which means the level of strength of the relationship (correlation) between variables is a strong correlation and is unidirectional. Therefore, to improve literacy and contextual thinking skills, science literacy learning can be used, and high science literacy skills can improve students' contextual thinking skills.

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Gautama, Sidartha Adi, Dwi Yulianti, and Taridi Taridi. "Peningkatan Hasil Pembelajaran Pendidikan Agama Buddha Materi Penghormatan Melalui Penggunaan Audio Visual Berbasis Kontekstual." Jurnal Inovatif Ilmu Pendidikan 1, no. 2 (February 8, 2021): 152–67. http://dx.doi.org/10.23960/jiip.v1i2.18182.

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This study aims are to: 1) Describe the conditions and potential of learning using contextual-based audio-visual teaching materials. 2) Produce contextual based audio visual teaching material products. 3) Analyze effectiveness and attractiveness to improve student learning outcomes in the learning process after using contextually-based audio-visual teaching materials in learning Buddhist education. This study uses the research and development approach of Bord and Gall. The study was conducted at SD Tunas Mekar Indonesia Bandar Lampung. Observation instrument data collection techniques, then data were analyzed quantitatively and qualitatively. Based on observational research and the development of contextual-based audio-visual teaching materials it is very supportive and possible to do contextual learning based on 0.67 and product attractiveness has a success rate of 82%. Audio visual teaching materials are able to increase the value of the material Anjali from 66.6 become 88. While in the material Namaskhara there is a change in the value before using the product that developed the average value of students 69.6 become 83,and in the Uttana material the average value of students also experienced significant changes from68.4 to 90. This value is a very meaningful value for improving student learning outcomes so that context-based audio-visual teaching material has been proven to improve learning outcomes in material ways of giving respect in Buddhism in class I SD Tunas Mekar Indonesia Bandar Lampung.

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Haryono, Ibnu, and Khizanatul Hikmah. "The Application Of The Contextual Teaching And Learning (CTL) Model In Arabic Language Learning To Improve The Learning Outcomes." Buana Pendidikan Jurnal Fakultas Keguruan dan Ilmu Pendidikan 19, no. 1 (February 2, 2023): 45–60. http://dx.doi.org/10.36456/bp.vol19.no1.a6241.

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This study aims to describe the improvement of learning outcomes through the Contextual Teaching and Learning model in learning Arabic. This type of research is quantitative descriptive research, conducted by conducting classroom action with two cycles of action. The results of this study indicate that the application of the Contextual Teaching and Learning (CTL) model can improve oral and written language skills. Student learning outcomes in the initial conditions of Arabic learning outcomes are lower, with an average value of 66,2. After taking action by applying the Contextual Teaching And Learning (CTL) learning model, the results of learning Arabic have improved, namely in the first cycle with an average value of 73, and after being given treatment in the second cycle, the Arabic learning outcomes are very good with an average value of 83, above the average score. Thus, the application of the Contextual Teaching and Learning (CTL) learning model can improve oral and written language skills in each cycle.

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Floreano, Dario. "An internal teacher for neural computation." Behavioral and Brain Sciences 20, no. 4 (December 1997): 687–88. http://dx.doi.org/10.1017/s0140525x97261601.

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Contextual signals might supervise the discovery of coherently varying information between cortical modules computing different functions of their receptive field input. This hypothesis is explored in two sets of computational experiments, one studying the effects on learning of long-range unidirectional contextual signals mediated by intervening processors, and the other showing contextually supervised discovery of a high-order variable in a multilayer network.

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Journal articles on the topic 'Contextual learning'

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