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Copyright of Jurnal Ekonomi Manajemen Sistem Informasi (JEMSI) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As global traffic continues to grow, the identification of areas of particular significance, known as Zones of Interest (ZOI), becomes crucial for optimizing transportation systems and analyzing mobility patterns. In the maritime domain, effective ZOIs discovery is essential for enhancing route planning, improving safety measures, and managing resources efficiently. Within the context of trajectory mining, these ZOIs provide valuable insights into movement behaviors and operational efficiencies. In this paper, we present a framework for discovering and annotating ZOIs within maritime trajectories. The proposed approach involves processing raw positional data to initially identify candidate ZOIs, which are subsequently refined using contextual information. By leveraging real georeferenced vessels trajectories, collected from thousands of commercial ships, this framework proposes a structure of elements that will be implemented as part of the TNTM French project. While this research contributes to maritime field by providing a method for ZOIs discovery and annotation, it can be generalized to various application domains that may leverage of mobility data analytics. [ABSTRACT FROM AUTHOR]

The article covers the main principles of the contextual approach in studying the elective course “Theory of Mass Communication” in pedagogical universities. The aim of the article is to substantiate the effectiveness of applying the contextual approach to teaching the elective course “Theory of Mass Communication” to undergraduate students in pedagogical universities (specialties “Geography” and “Music Art”); to develop situational tasks aimed at fostering media literacy, the ability to codify, and the creation of informational sectoral blocks for dissemination in educational and media spaces. In the research, methods of content analysis, specification, problem-posing, as well as task-based and contextual approaches were used. It has been found that the study of university-wide elective courses appeals to interdisciplinarity in thematic correlation. On the one hand, it involves developing a system of situational tasks that contribute to improving the professional training of students in the specialties “Geography” and “Music Art”. It has been substantiated that the contextual approach is oriented towards teaching material based on methodological foundations, theoretical sectoral knowledge, and forms of activity. The context in the study of academic disciplines involves transforming didactic material, where the objective meanings and significance of sectoral knowledge are transformed into the personal experience of the future teacher. The integral platform allows for the design of situational tasks, the resolution of which combines educational and educational-professional experience. Situational tasks, based on the contextual approach to teaching the course “Theory of Mass Communication”, are built considering the professional training of students in higher pedagogical institutions in the specified specialties (“Geography” and “Music Art”). The didactically processed field of mass communication as a university-wide discipline encompasses thematic blocks such as “Basics of Mass Communication”, “Artistic and Aesthetic Parameters of Mass Communication”, “Sociological and Psychological Dimensions of Mass Communication”, and “Mass Communication in the Conditions of Digital Society”. A diachronic consideration of the development of mass communications allows for identifying the cultural and historical factors that shape the transmission paths of channels aimed at the recipients of certain knowledge. Addressing the diachronic consideration of mass media information significantly expands the understanding of its essence and the processes of information transmission within mass communication models. It has been outlined that the social and psychological aspects of mass communication determine the language behaviour of professional communicators. This specific feature was taken as the basis in developing situational tasks for communicators – future geographers and musicians. The prepared tasks were correlated with the normative disciplines studied at the stage of professional training. It has been concluded that studying the elective course “Theory of Mass Communication” based on the contextual approach contributes to the development of professional competencies of teachers who transmit sectoral information in the conditions of the informational educational environment. It has been proved that the study of semiotics of mass communication should be considered at the level of modelling cultural codes (since geographical names, musical and artistic works contain cultural and historical information, which is actualized in educational discourse at the stage of transmitting sectoral knowledge). Situational tasks, aimed at transmitting sectoral information at the level of a professional communicator (manifestation of language culture), should appeal to conducting press conferences as a type of communication, building one’s professional image. The experience of students working with advertising material considering the professional training direction is positive.

The contextual approach focuses on students' interests, experiences, and backgrounds in education. It aims to help students understand and relate learning materials to their daily lives, either personally, socially, or culturally. Research Objectives: (1) To describe the implementation of vocabulary system education for beginners based on the contextual approach at Dar Al-Falah Religious School in Ramban Kulon Cermee Bondowoso. (2) To identify the problems encountered in implementing vocabulary system education for beginners based on the contextual approach at Dar Al-Falah Religious School in Ramban Kulon Cermee Bondowoso. (3) To describe the solutions to the problems encountered in implementing vocabulary system education for beginners based on the contextual approach at Dar Al-Falah Religious School in Ramban Kulon Cermee Bondowoso. Our problem statement and data acquisition methods have been thorough and precise. Through interviews, documentation, and questionnaires, we have gathered data that shows students follow the vocabulary system for beginners in an organized and obedient manner. Furthermore, activities in learning the vocabulary system for beginners run smoothly and are organized, with the enthusiasm and motivation provided by the teacher to the students. This has led to a noticeable increase in students' diligence and enthusiasm in memorizing the vocabulary system for beginners, a promising sign for the effectiveness of our proposed solutions.

Copyright of Journal of Interdisciplinary Quranic Studies is the property of Shahid Beheshti University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: This article is a literature review aimed at analyzing and explaining the contextual approach in enhancing the effectiveness of Islamic Religious Education (IRE) learning in Elementary Schools (ES). Purpose: The contextual approach is a teaching method that emphasizes the relevance of learning materials to students' daily lives and environments. In the context of IRE, this approach involves connecting Islamic religious lessons with life situations and Islamic values relevant to ES students. Method: Through a comprehensive literature review, this article explores previous studies and research involving the curriculum and teaching methods of IRE in ES using a contextual approach. This literature review covers various aspects, such as comparing the effectiveness between contextual and conventional approaches, their impact on understanding Islamic religion, students' learning interest, and participation in IRE learning. The article also discusses the challenges and opportunities in implementing the contextual approach in IRE learning in ES, including teachers' perspectives, required curriculum changes, and support from the school environment and families. Result: The results of this literature review indicate that the contextual approach can enhance the effectiveness of IRE learning in ES significantly. The relevance of learning materials to students' daily lives motivates them to be more engaged and to better appreciate Islamic values. In conclusion, the contextual approach has the potential to make a positive contribution to the development of IRE learning in ES. Conclusion: This article provide valuable insights for educators, researchers, and policymakers in the field of Islamic education, and encourage more empirical research to support and strengthen the findings of this literature review.

The use of Worksheet teaching materials and textbooks from the government at MTs Darul Ulum Ranupakis and learning methods that are still teacher-centered. The lack of involvement in the context around students has resulted in a lack of student interest in learning mathematics, especially in class IX. One alternative to overcome this is to develop contextually based Students’ Worksheet with the object of the Lumajang Central Park building. This Research aims to develop a teaching material design in the form of a Students’ Worksheet on geometric transformations based on the context of the Lumajang Central Park Building that is valid, practical, and effective. This type of Research is Research and Development by following the ADDIE development model procedure with the stages of Analysis, Design, Development, Implementation, and Evaluation. This Research uses data collection techniques: observation, documentation, interviews, and questionnaires. The subjects in this Research were class IX students at MTs Darul Ulum Ranupakis. The results of the Research show that teaching materials in the form of geometric transformation worksheets based on the context of the Lumajang Regency Square building meet the criteria of valid, practical, and effective with percentages of 94.43% (very valid), 84.3% (very practical ) and 80% respectively (Good). These results show that the geometric transformation of Students’ Worksheet in the context of the Lumajang Central Park building is suitable for learning. This Research can be a reference and open up opportunities for future researchers to integrate contextual approaches to mathematics material and develop local context-based teaching materials or explore more innovative learning methods to attract interest in learning mathematics, especially class IX students. Penggunaan bahan ajar LKS dan buku paket dari pemerintah di MTs Darul Ulum Ranupakis dan metode pembelajaran yang masih berpusat pada guru serta kurangnya melibatkan konteks disekitar siswa membuat kurangnya minat peserta didik dalam belajar matematika, khususnya kelas IX. Salah satu alternatif untuk menanggulangi hal itu ialah mengembangkan LKPD berbasis kontekstual dengan objek bangunan alun-alun Kabupaten Lumajang. Penelitian ini bertujuan untuk mengembangkan desain bahan ajar berupa Lembar Kerja Peserta Didik (LKPD) transformasi geometri berbasis konteks bangunan alun-alun Kabupaten Lumajang yang valid, praktis dan efektif. Jenis penelitian ini yaitu Research and Development dengan mengikuti prosedur model pengembangan ADDIE dengan tahapan Analysis, Design, Development, Implementation, dan Evaluation. Teknik pengumpulan data yang digunakan dalam penelitian ini berupa observasi, dokumentasi, wawancara dan angket. Subjek dalam penelitian ini adalah siswa kelas IX MTs Darul Ulum Ranupakis. Hasil dari penelitian menunjukkan bahwa bahan ajar berupa LKPD transformasi geometri berbasis konteks bangunan alun-alun Kabupaten Lumajang memenuhi kriteria valid, praktis dan efektif dengan persentase masing-masing 94,43% (sangat valid), 84,3% (sangat praktis) dan 80% (baik). Melalui hasil tersebut dapat disimpulkan bahwa LKPD transformasi geometri dengan konteks bangunan alun-alun Kabupaten Lumajang layak untuk digunakan dalam pembelajaran. Penelitian ini dapat menjadi referensi dan membuka peluang untuk peneliti selanjutnya dalam mengintegrasikan pendekatan kontekstual pada materi matematika serta mengembangkan bahan ajar berbasis konteks lokal atau eksplorasi metode pembelajaran yang lebih inovatif untuk menarik minat belajar matematika terutama peserta didik kelas IX.

This research aims to produce a valid, practical, and effective cartoon concept teaching book based on a contextual approach for training students' reflective abstraction skills. This research method usesd research and development with the 4-D model, namely define, design, develop, and disseminate. Instruments used in this study include a validation sheet for the teaching book using the cartoon concept based on a contextual approach, a student response questionnaire, and pretest and posttest assessments of students' reflective abstraction skills. The descriptive-quantitative technique was used to analyze the research data. Data on product-developed validity and practicality were analyzed descriptively. In contrast, the product's effectiveness was analyzed descriptively using the n-gain formula and quantitatively using pretest-posttest control group design. The results of the study indicated that (1) the validity of the teaching book using the cartoon concept based on a contextual approach was valid (3.43) and reliable (85.71), (2) the practicality of the teaching book was considered practical with an average of 65.96, categorized as excellent, (3) statistical test results showed that the teaching book using the cartoon concept based on a contextual approach had a significant effect (sig. 2-tailed < 0.05) on students' reflective abstraction abilities. The average improvement in pretest and posttest reflective abstraction skills was indicated by the N-Gain value in the experimental group (0.58 - moderate) and the control group (0.25 - low). Students in the control class performed reflective abstraction up to the process stage, while students in the experimental class engaged in reflective abstraction up to the object stage. Thus, the teaching book using the cartoon concept based on a contextual approach is valid, practical, and effective in training students' reflective abstraction skills.

The study examines the issues of improving future geography teachers’ professional training through contextual learning; it emphasizes the practicality of conceptual changes in terms of the transition from post-industrial to information society and forced distance interaction. The purpose of the article is to study the features and determine the crucial principles, approaches, stages and technologies of organizing contextual learning for future geography teachers as an organic part of their professional training. Several research methods were used to achieve the goal, including the method of comparative, substantive and reflective analysis of primary sources, advanced domestic and foreign experience, modelling, systematization and concretization of known approaches in the organization of contextual learning of future geography teachers. As a result of the review of scientific literature, the presence of two concepts of contextual learning, which are used in foreign and domestic educational practice, has been revealed. The first model of Contextual Teaching and Learning proposes the involvement of students in the learning process using real, personally meaningful situations and contexts that reflect the application of knowledge and skills in everyday life. The second is A. Verbytskyi’s model of Symbolic-Contextual Learning focusing on the assimilation of the professional context by future specialists and presuming the introduction of study material to the scope of future professional activity. It has been pointed out that both models emphasize the importance of the context in the assimilation of effective knowledge and the formation of competence in their application in practice. While the Symbolic-Contextual Learning model is mostly focused on preparing for the future professional activity of a specialist with a higher education level, the Contextual Teaching and Learning one covers a wider application of contexts in the study process of educational institutions of various levels. The content and essence of subject and social contexts for future geography teachers and the ways of their creation in the process of bachelor’s professional training have been revealed. The principles and approaches which the technology of contextual learning in the higher pedagogical school is based on have been clarified; the stages (educational activities of the academic type, quasi-professional and study-professional activities), the leading models of contextual learning (semiotic, imitative and social ones), methods, forms and techniques that are most appropriate at each of the stages have been described. The educational and professional training program for bachelors in the speciality 014.07 Secondary education (Geography) at the Kryvyi Rih State Pedagogical University has been analysed; its meaningfulness, efficiency and effectiveness in achieving the program learning outcomes planned by the Standard have been emphasised. It has been claimed that the method of contextual learning is based on student-centred and competency-based approaches and includes: the problem-searching nature of students’ educational activities, the use of collaborative learning technologies, ICT and digital technologies, the involvement of external stakeholders, the creation of emotional and moral situations, and the introduction of practice-oriented and interdisciplinary approaches, reflective and analytical assessment. It has been concluded that the integration of traditional and innovative approaches, and the introduction of contextual learning will allow future geography teachers not only to deeper learn the theoretical aspects of geographical and pedagogical sciences but also to skilfully apply them in real life and professional situation.

Ukraine's tendency to achieve compatibility with the standards of NATO member states, in particular as a result of Russian aggression against Ukraine, raises the issue of developing the diagnostic competence of foreign language teachers in higher military educational institutions. After all, the ability of foreign language teachers in higher military educational institutions to effectively assess the levels of foreign language communicative competence of military personnel allows them to respond promptly to problematic issues in their language training and change training strategies following the needs of the Armed Forces. Therefore, the study aims to reveal the essence of the methodology of adaptive development of foreign language teachers' diagnostic competence in the system of postgraduate education. To achieve this goal, several theoretical (analysis, synthesis, systematisation of scientific psychological, pedagogical, methodological literature) and empirical (observation, comparison, description) methods were used. Adaptive learning technologies are proposed, which allow studying the educational material with the help of adaptive algorithms for each student, according to knowledge, skills, and personal learning needs, i.e., through the adaptive presentation of the educational material of the author's remote special course. The stages of implementation of the author's methodology for adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions are highlighted. The specifics of the methodology of adaptive development of diagnostic competence of foreign language teachers are revealed, considering their diagnostic activities in the system of military education. The authors' developed methodology for the adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions contributes to the actualisation, systematisation and deepening of their theoretical diagnostic knowledge, and improvement of practical diagnostic skills and abilities that form the basis for the development of their diagnostic competence. The practical significance of the study lies in the possibility of applying its results to improve the qualifications of foreign language teachers at higher military educational institutions

This paper problematizes the increasing trend of metadata collection by law enforcement, in light of the 'going dark' debate, which was spurred by the widespread adoption of secure encryption standards. Focusing on Indian privacy law, which remains nascent as of writing, we examine and propose potential constitutional limitations on metadata collection, and provide substantive guidance on their application. These limitations are bifurcated into two stages: first, whether metadata collection infringes upon the right to privacy, and second, whether the infringement is justified. In determining whether the collection of metadata in a specific case infringes privacy, we conceive of a 'contextual approach', challenging the usual ontological subordination of 'metadata' in relation to 'content data'. At the second stage, we centre the standard of proportionality. We offer substantive guidance for Indian courts at each step of the test, including the development of a 'risk profile' of metadata collection practices. Such guidance is crucial, given the technically intricate nature of cases involving metadata processing. [ABSTRACT FROM AUTHOR]

Teachers can support cultural preservation while also providing a relevant and interesting way to teaching diverse subjects by including traditional games into the learning process. The aim of this research is identify the rotation dynamic concepts of Indonesian traditional game «Bandhul Sada» with contextual approach Formulation of the problem. We focused how to learn the rotational dynamic concept with traditional game «Bandhul Sada» and implementation learning steps with contextual approach.This identification includes analysis of rotation dynamic consepts in “Bandhul Sada” and analysis of learning steps with a contextual approach to the application of the game. Materials and methods. The method used qualitative approach with descriptive analysis. In the analysis of rotation dynamic concepts and learning step in contextual approach, we used the method of narrative review research. Literature and observation have been used as the data collection methods. In the analysis of learning step, we used the literature review includes gathering information through literature that supports the development of learning steps based on a contextual approach. Results. Result of the research shows that (1) in «Bandhul Sada» game can be explained the concept of rotation dynamics that occur, namely linear speed, angular velocity, and angular momentum; (2) this game can be applicate in learning with contextual approach. This learning consist of 5 phase. There were constructing knowledge possessed by students, developing students' initial knowledge, using game «Bandhul Sada» in delivering material concepts, conducting inquiry processes through discussion activities and finally reflection. From all these learning phases, it appears that there is a relationship between teaching approaches and achievement of goals. Conclusions. Thus it can be concluded that the traditional game «Bandhul Sada» can be used as a real example in learning physics the concept of rotational dynamics such as angular velocity and linear velocity. And it provides students with valuable experience in constructing their own knowledge in a variety of methods.

This study explores entrepreneurial success among female entrepreneurs, a topic that is poorly investigated in the global South. After a literature review on the concept of women's entrepreneurial success and on the institutional, economic socio-cultural and familial context of Moroccan female entrepreneurs, results of a qualitative study involving female entrepreneurs based in urban areas, working across diverse industries, are described. Findings indicate that entrepreneurial success is defined by Moroccan female entrepreneurs through four different viewpoints: (1) entrepreneurial success through a company's financial standing, (2) self-assessed entrepreneurial achievements, (3) societal recognition of entrepreneurial success and (4) the evaluation of entrepreneurial success based on the benefits provided to others. The definition of entrepreneurial success is explored in line with the evolution of women's priorities and the evolution of Moroccan society. The findings and implications provide policy makers, practitioners and academics with a better understanding of female entrepreneurship and on how to enhance and support these entrepreneurs to increase economic growth. [ABSTRACT FROM AUTHOR]

Copyright of TSG: Tijdschrift Voor Gezondheidswetenschappen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Keterampilan abad 21 sangat penting dipelajari bagi siswa seperti berpikir kreatif dan kolaborasi siswa. Model pembelajaran merupakan salah satu solusi agar dapat mengembangkan kemampuan berpikir kreatif dan kolaborasi siswa yaitu model kontekstual. Tujuan penelitian ini adalah untuk: 1) Mengetahui pengaruh pembelajaran matematika dengan pendekatan kontekstual (Contextual Teaching and Learning) terhadap hasil belajar 2) Melihat pengaruh pendekatan kontekstual (Contextual Teaching and Learning) mampu meningkatkan kemampuan berpikir kreatif dan kolaborasi siswa. Pada penelitian ini menggunakan Pre-Eksperimental yang dimana penelitian Pre-Eksperimental hanya melibatkan satu kelas sebagai kelas eksperimen dan perlakuan. Subjek pada penelitian ini adalah siswa SMP kelas VIII SMP N 1 Tanah Putih yang terdiri dari 23 siswa. Teknik pengumpulan data pada penelitian ini menggunakan tes yang terdiri dari instrumen tes dan instrumen angket. Teknik analisis data pada penelitian ini adalah one sample t-test. Hasil dari penelitian menunjukkan bahwa ada perbedaan yang signifikan kemampuuan kreatif dan kolaborasi siswa sebelum dan sesudah pembelajaran dengan pembelajaran kontekstual. Kesimpulan penelitian ini bahwa pembelajaran kontekstual efektif untuk meningkatkan kemampuan kemampuan berpikir kreatif dan kolaborasi siswa. 21st century skills are very important to learn for students such as creative thinking and student collaboration. The learning model is one of the solutions in order to develop students' creative thinking skills and collaboration, namely the contextual model. The aims of this study were to: 1) Know the effect of learning mathematics using a contextual approach (Contextual Teaching and Learning) on learning outcomes 2) Seeing the effect of a contextual approach (Contextual Teaching and Learning) can improve students' creative thinking skills and collaboration. In this study using Pre-Experimental where Pre-Experimental research only involved one class as the experimental and treatment class. The subjects in this study were Grade VIII students of SMP N 1 Tanah Putih which consisted of 23 students. Data collection techniques in this study used a test consisting of a test instrument and a questionnaire instrument. The data analysis technique in this study was the one sample t-test. The results of the study show that there are significant differences in students' creative and collaborative abilities before and after learning with contextual learning. The conclusion of this study is that contextual learning is effective for increasing students' creative thinking skills and collaboration.

Since the nineteenth century, scientists have studied the Urban Heat Island (UHI). The negative effects of UHI could be mitigated with the help of interdisciplinary studies, but none have been performed so far. UHI research in schools has some holes that could seriously hinder students' grasp of climate change. The purpose of this research is to ascertain whether or not the Urban Heat Island module is necessary for enhancing students' understanding of climate change in the classroom. The Greater Solo Area Region's 72 geographic teachers were chosen at random for this study. Preliminary data on teachers' familiarity with UHI in the Greater Solo Area shows that, on average, they know very little about UHI. About 47 percent of the teachers surveyed had no understanding at all of UHI, while the remaining 25 percent had a moderate amount of knowledge, seven percent had high understanding, and three percent had very high understanding. Results from a test given to educators in both the suburbs and the city corroborated these observations. All teachers agreed that the UHI enrichment module created using a contextual approach was necessary as a supplementary medium for climate change material, as indicated by the results of the teacher needs assessment tests.

The purpose of this study was to develop mathematics teaching materials assisted by geogebra media on the mathematical creative thinking abilities of seventh-grade students of junior high school. Implementation of teaching materials using geogebra-assisted media is a way to help students understand mathematics learning, especially in quadrilateral material. For the quality teaching materials to meet the criteria of being valid, practical, and effective. This research uses a type of research and development (R&D). In this research, a development model is used, namely the ADDIE model. The ADDIE model is a research and development model consisting of 5 (five) stages, namely analysis, design, development, implementation, and evaluation. The results obtained from this study are the validity of teaching materials that are declared very valid with teaching materials that have been developed using geogebra assistance produces valid and practical teaching materials for the learning process with the results of an average validity value of 96.93% and an average practicality value of 94.6%. Suggestions that can be given are to take advantage of the teaching materials that have been developed so that educators or students can take advantage of teaching materials carried out remotely online or offline. Then other researchers can develop this teaching material on other mathematics material so that it can be utilized by other audiences.

The equals sign is one of the most important concepts and symbols in mathematics, the understanding of which is crucial for learning and understanding all mathematical content, especially algebra. The paper will draw attention to the problems related to the formation and understanding of this concept, and present a methodological approach to learning based on the context modeling of real-life situations (modeling length, balance, etc.), with the aim of overcoming this misconception. In the empirical section of the paper, we examined the effects of the methodological framework of learning algebra on the understanding of the equals sign through an experiment with parallel groups, and on a sample of the fourth-grade students of primary school (N = 257). The obtained results show that the methodological approach based on the context modeling of real-life situations improves student understanding of the equals sign, as a symbol of mathematical equivalence and their ability to solve problems containing this sign.

Abstract: This research attempted to: find out how the student worksheet development with a contextual approach; to find out the result of the student worksheet development with a contextual approach meets valid and practical categories. The research methodology utilized Research and Development that focused on developing student worksheets with a contextual approach. This development applied Borg and Gall design model. The developing worksheet materials were rectangles and triangles. The obtained data comes from the validation results by four validators, students' responses, and a literature review. The research site is in one of the SMP Negeri in the city of Palopo. The validation result of student worksheets with a contextual approach was: (1) the material expert score is 90% is in a very valid category, (2) the media expert score is 85% is in a very valid category, (3) design expert score is 83% is in a very valid category. Student worksheets with a contextual approach are also in a very practical category at 87%. Abstrak: Penelitian ini tentang pengembangan Lembar Kerja Siswa (LKS) dengan pendekatan kontekstual yang memenuhi kategori valid dan praktis. Penelitian pengembangan ini menggunakan desain Borg and Gall. Materi LKS yang dikembangkan adalah segi empat dan segitiga. Data diperoleh dari hasil validasi empat validator, respon siswa, dan studi pustaka. Lokasi penelitian berada di salah satu SMP Negeri di kota Palopo. Hasil validasi LKS menunjukkan: (1) ahli materi dengan skor 90% berada pada kategori sangat valid, (2) ahli media dengan skor 85% berada pada kategori sangat valid, (3) desain ahli dengan skor 83% berada pada kategori sangat valid. LKS dengan pendekatan kontekstual juga berada pada kategori sangat praktis dengan skor 87%.

In the era of development of the Industrial Revolution 4.0, information technology has a big influence on the world of education. However, many students do not use their smartphones in the learning process, so their learning outcomes are still low. This research is classroom action research which aims to improve learning outcomes by implementing m-learning with a contextual approach. The subjects of this research were 35 students in class X-7 of Senior High School 18 Surabaya using a collaborative model carried out in 2 cycles and 4 stages, namely planning, implementing, carrying out actions, observing, and reflecting. Data collection methods are carried out through observation, tests, and documentation. The data analysis technique was carried out descriptively and quantitatively. The results of the analysis show an increase in the learning process from before the action (pre-cycle) to cycles I and II. In cycle I the average score was 75.42 and the percentage of completeness was 71.42%; Then it increased in cycle II with an average score of 93 and a completion percentage of 100%. It can be concluded that the application of m-learning with a contextual approach has succeeded in improving student learning outcomes. The completion presentation reaches 100% of the completion score based on the Merdeka Curriculum KKTP of 75.0.

The purpose of this study was to develop a web-based interactive learning multimedia for statistics material for 8th grade. The material was presented with a contextual approach so that students could connect material concepts with real-life problems to instill an understanding of the material. Nothing that excels in this learning media was monitoring student activities while studying, such as student progress in learning the material, activities that have been and have not been carried out in the learning series, and monitoring of keyboard and mouse activities. Learning media was developed using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Evaluation). The learning media functionality was tested using the Black Box method. Based on the results of testing all features, it could be concluded that the developed learning media application can function well with very high validity. Where the results of media validation were 90.3% and material validation was 87.5%. Furthermore, the developed interactive learning media is suggested to be able to display monitoring of activities that have been done by students in their respective accounts.

One of the problems of English learning in Indonesia is the low effectiveness of formal instruction in secondary schools. This study investigates how an extracurricular program (namely English Camp) conducted by an Islamic State School based in a rural area in Riau province, Indonesia, was managed to enhance their students' English proficiency. We collected our qualitative study's data through a semi-structured interview with the English Camp initiator and analysis of a webinar conducted by the Ministry of Religious Affairs of the Republic of Indonesia and recorded on YouTube. We analyzed our data inductively and thematically to recognize major themes that will later enable us to answer our research questions. We found that the English Camp had comprehensive course contents covering the four English skills. In terms of learning methods, it applied some 'out of the box' strategies that are inspired by a contextual approach to learning. The school decided to go beyond the normal mainstream national curriculum practiced in such a state Islamic high school. Among the featured programs of the English Camp are taking the pledge (collective commitment) for English use, English Zone, weekly roleplay performances, and public speaking exams with university lecturers. Based on our findings, we suggest that other schools study the school's breakthroughs, especially with their "out of the box" and contextual programs to help students develop their English skills. [ABSTRACT FROM AUTHOR]

There are still many students who face difficulty in expressing ideas for writing poetry, and not a few students are less motivated in writing literary works in the kind of poetry. The aim of this study was to analyze the effect of learning with a rural nature-inspired contextual approach on the ability to write poetry and creative thinking skills of elementary school students. Quasi-experimental study is used in this study with a non-equivalent pre-test post-test control group design. The research population was all fifth-grade students, totaling 231 students. The sample was taken by random sampling technique, totaling 44 students. Data were collected using a test technique. The test instruments were in the form of a description test and a five-scale non-test instrument. Both instruments have been analyzed for their feasibility quality by testing their validity and reliability. The data analysis technique used MANOVA with the help of SPSS. The results showed that the significance value of the MANOVA test results was 0.000 (<0.0). It means that there is a difference in both partial and simultaneous studies in writing poetry and students' creative thinking skills who learn by applying a contextual approach inspired by rural nature. So, there is a positive effect of learning with a rural nature-inspired contextual approach on the ability to write poetry and creative thinking skills. [ABSTRACT FROM AUTHOR]

A multicultural and contextual-based textbook is scientific writing learning material that presents multicultural and contextual-based language materials for Buddhist college students. This study aimed to describe the effectiveness of a multicultural and contextual understanding-based textbook in improving the scientific writing skills of Buddhist college students. The data collection was carried out by employing mixed methods of statistical analysis, interviews, observations, and document analysis. The research data were obtained by using test results or the products of students' writing skills. The research samples were 101 students of a Buddhist college in the Central Java Province, Indonesia. The study results revealed that a textbook based on multicultural and contextual understanding as learning material for scientific writing could effectively improve the scientific writing skills of Buddhist college students. The results of statistical analysis using the One-way ANOVA test showed Fcal > Ftable (47.74 > 3.09). Thus, there were significant differences in the ability to write scientific papers in the experimental group of students. These results indicated that a multicultural and contextual-based textbook as teaching material for scientific writing for students of Buddhist college was more effective than books that lecturers have used. It was later reinforced by the results of interviews with students and lecturers. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the dilemmas faced by managers who practice servant leadership in organizations. For this purpose, this study adopted leadership contextual approach with servant leadership theory as theoretical foundation and managerial work study as contextual foundation. Specifically, this study utilized fragmentation, emotional inertia, boss management, and organizational type as managerial work’s contexts, and rubbed them against servant leadership mechanisms. This study shows that servant leadership by managers is an extremely paradoxical process that is fraught with constraints in multiple aspects, including workload, anxiety about uncertainty, and relationships with manager’s boss and the organization. In addition, it suggests that practicing servant leadership in real organizations and workplaces is a process that requires overcoming various constraints.

The purpose of this study is to determine the effectiveness of the use of interactive learning multimedia products on the understanding of mathematical concepts, especially the angle measurement material for fourth grade elementary school students. This study used a quasi-experimental research design with a nonequivalent comparation-group design. The data collection technique used was a written test technique involving 60 students. The research data were tested using the t-test. The results showed that the use of interactive multimedia learning had a positive effect on the understanding of mathematical concepts, especially the angle measurement material for fourth grade elementary school students. The t-test results show a significance value of ˂ 0.05 so that Ho is rejected and Ha is accepted, which means that the use of interactive multimedia learning with a contextual approach is effective in improving students' conceptual understanding.

In the 2013 Curriculum, students are expected to have knowledge and skills in lessons and also have spiritual and social attitudes. Therefore, it is necessary to connect learning material with real-life and religious aspects. This research aims to develop a mathematical module based on a contextual approach that integrates Islamic values ​​into a valid Three-variable Linear Equations System. This research is a research and development (R&D). This research was designed by following Richey and Klein's development steps, namely the PPE model. The PPE model consists of 3 steps: planning, production, and evaluation. The data collection instruments used in this study were a material expert validity assessment sheet and a media expert validity assessment sheet. The data that has been obtained were analyzed using average and percentage calculations and classifying the results based on predetermined criteria. The results showed that the mathematics module based on a contextual approach that integrated Islamic values ​​in the material of a Three-variable Linear Equations System met the valid criteria based on the assessment of expert validators. This shows that the module have "good" qualification with an average score of 83.40% by the material expert validator and "good" qualification with an average score of 87.5% by the media expert validator.

IntroductionTraditional news media play an important, yet notoriously complex role in vaccination communication. News media remain a common source of information about vaccines and potentially influence individual decisions to choose vaccination or not. In Denmark, Human papillomavirus (HPV) vaccination rates remained relatively high until suspected adverse reactions began to receive extensive coverage in the news. Existing research studies associate the decline in HPV vaccination rates with misleading or negative news stories.MethodsWe probed Danish media coverage beyond dichotomies such as misleading vs. informative, or negative vs. positive. We combined quantitative and qualitative approaches to media coverage of the Danish HPV vaccination crisis and recovery. Our research design focused on six national newspapers and allowed us to identify 865 articles published in periods of peak media coverage from 2008 to 2018 (extracted from a total sample of 1,437 articles published between 1991 and 2019). We used qualitative content analysis to discern the main topics covered, and we analyzed contextual factors that affected the meanings of our main topics.ResultsOur results confirm the rise of suspected adverse reactions as the dominant main topic in 2015. However, we find that news stories about adverse reactions were diverse and closely related to other main topics such as conflicts of interests and debate among experts and other stakeholders. In 2017, the media began downplaying suspected adverse reactions when concerns about declining vaccination rates and misinformation by the media were voiced.DiscussionOur findings suggest that controversial media messages about vaccination are hard to classify as either negative or positive but must be interpreted carefully in context of what is known about the controversy. Learning from past media controversies remains important to understanding the media's role in the social construction of risks and benefits associated with vaccination.

This article discusses the integration of Roman Jakobson's model in learning ma'ani science, a branch of balaghah science that studies the meaning and structure of language in the context of effective communication. Jakobson's model, known as the six functions of language, is seen as a relevant tool to enrich students' understanding and skills in utilizing language appropriately and effectively. A contextual approach is used to relate Jakobson's theory to everyday communication situations, so that students can more easily understand the application of ma'ani science in dynamic social, cultural and language contexts. This study suggests that by integrating Jakobson's model, teaching ma'ani science can become more interactive, relevant, and applicable, and improve students' ability to analyze and produce meaningful language. The findings are expected to contribute to the development of more innovative curriculum and methods of teaching balaghah.

This study explores how to recontextualise objects in exhibitions to provide a bridge between the objects and visitors in museums by revealing two important strategies, which include establishing specific (sub)themes and frameworks as well as organising objects in groups. First, exhibit themes (reflecting exhibit frameworks), gateway objects, and exhibit atmospheres can be strategically combined to recontextualise objects. Second, objects either associated with or beyond spatio-temporal proximity can be grouped together in exhibit context. Both strategies reconstruct the micro, macro, and/or specific dimension(s) of objects' contexts, weaving together visitors' personal and social contexts to enhance their engagement with the objects. This study is based on fieldwork from thirty-two Dutch museums, a series of semi-structured interviews, and direct observation. The paper argues that using objects' original context is an important source for increasing the creativity involved with curating museum exhibitions. [ABSTRACT FROM AUTHOR]

Long-term follow-up studies have shown that the symptoms of borderline personality disorder (BPD) tend to remit over time. However, many patients present long lasting symptoms (LLS), including low mood, emptiness, and persistent impairment in psychosocial adjustment. Given the high rate of LLS in BPD patients, new treatment strategies are needed. We conducted a randomized clinical trial (RCT) to evaluate the efficacy of a novel intervention that combines self-compassion and contextual-based skills for patients with persistent symptoms. Sixty BPD individuals with LLS who had received dialectical behavior therapy skills training (DBT-ST) in the previous six months were recruited and randomized to receive the experimental intervention or treatment as usual (TAU) for 12 weeks. All participants were evaluated pre- and post-intervention and at 3-months follow-up. The primary outcome measure was self-reported well-being. Other clinical variables were also evaluated, including depressive symptoms, BPD symptoms, functionality, self-compassion, and self-criticism. Participants in the experimental arm showed a significant increase in indicators of well-being (e.g., happiness and quality of life) and a significant decrease in depressive symptoms. These results were sustained—and even continued to improve—at the three-month follow-up. No significant changes were observed in BPD severity, self-criticism, or self-compassion. More RCTs are needed to test the efficacy of new interventions targeting this population with persistent symptoms, not only to reduce symptoms but also to promote well-being and personal recovery. • BPD tends to remit over time, but many patients experience persistent functional impairment. • Given the growing numbers of patients with long-lasting symptoms, new strategies are needed. • Contextual-compassion training for BPD with persistent symptoms significantly improved well-being. • Treatment should target clinical remission as well as well-being and personal recovery. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Application of the Contextual Approach with the Buffalo Media (Kramangka Bangun Ruang) in Improving Learning for Grade V students at SDN Banyuajuh 04 academic year 2021/2022. The purpose of this study is to improve learning about the properties of prisms through the application of a contextual approach with buffalo media (framework) in fifth grade students of SDN Banyuajuh 04 Academic Year 2021/2022. This collaborative Classroom Action Research (CAR) was carried out in three cycles consisting of planning, implementation, observation and reflection. The subjects of this study were the fifth grade students of SDN Banyuajuh 04 for the academic year 2021/2022 with a total of 12 students. The conclusion of this study is that the application of a contextual approach with buffalo media can improve the learning of spatial construction in fifth grade students of SDN Banyuajuh 04 academic year 2021/2022. [ABSTRACT FROM AUTHOR]

Introduction. The formation of social competences of schoolchildren is an important area of modern science and pedagogical practice. Despite the large number of publications on this issue, there is virtually no research on the analysis of social context, which largely determines the practical implementation of social competences. The aim of this article is to analyse the high schoolʼs activities on social competence development using a contextual approach. The novelty of the approach lies in the identification of social competencies that characterize the effectiveness of the educational impact of the high school, taking into account the subjective context. Materials and Methods. The empirical base of the study includes data collected from sociological surveys conducted in Togliatti schools in 2010, 2014 and 2019 in the monitoring mode (in 2010, n = 1 183, in 2014, n = 945, in 2016, n = 1 745; in 2019, n = 976). The collection of data in the monitoring mode made it possible to identify the dynamics of results over a ten-year period and to determine how well the high school is doing in terms of developing social competences. Results. Among the social competencies that the high school forms, high school students note the ability to work with information, understand people, determine the propensity for science, independence, as well as a tolerant attitude to representatives of other cultures. There are contradictions in the formation of social competencies, and this is especially evident in the assessment of civic qualities. Over the past decade, the number of students who believe that school has prepared them for life has significantly decreased. Discussion and Conclusion. The results contribute to the development of scientific concepts of social competences. The materials of the article will be useful for the study of problems and contradictions of value self-determination of the younger generation. The practical significance of applying the proposed contextual approach is to increase the effectiveness of the school in the formation of studentsʼ social qualities necessary for life in modern society.

Copyright of Jurnal Tadris Matematika is the property of Institut Agama Islam Negeri (IAIN) Tulungagung, Department of Mathematics Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present case study aimed at developing a micro-model of the factors effective in developing online information literacy skills in an educational context. A sequential mixed-methods approach (qualitative-quantitative) was used as the research design. Initially, a conceptual model was developed using both the contextual participatory method and in-depth interviews. Interviews with 59 participants were coded using software MAXQDA on three levels, namely open, axial, and selective. In the quantitative step, a valid questionnaire derived from the conceptual model was distributed more extensively. The data were then analyzed using SmartPLS. The conceptual model was comprised of six dimensions including prior knowledge, using websites' features, research and instructional experiences, trial and error, online media and tools, and advisors. Path analysis demonstrated that online media and tools had the highest and research and instructional experiences had the lowest priorities. [ABSTRACT FROM AUTHOR]

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vrsac and Teacher Training Faculty in Belgrade (Vrsac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.

This study aimed to determine the effectiveness and validity of a teaching document using Argument-Driven Inquiry (ADI) model with a Contextual Approach to improve students' critical thinking skills in science learning. This type of research was research and development (R&D) that refers to the 4D model. Data collected by the validation sheets, student response sheet, and critical thinking skills test. They were analyzed by using t-test and N-gain. The present research was applied in lower secondary at SMP Negeri 1 Bluto with trial design of One-Group Pretest-Posttest Design. The results of the data analysis show that (1) the learning materials was valid in terms of the results of the validity of the materials with the score of 3.57; (2) learning materials was effective in terms of: (a) the students' responses were categorized as very good with results of 83.2%, (b) students' critical thinking skill increased with an average value of N-gain in grade eight A of 0.74 and 0.75 for grade eight B with a high category. Based on the results of statistical analysis using the t test, the probability value (sig) was 0,000 in the two classes. This means that the significance value was less than 0.05 which means there was a significant difference between the pre-test and post-test results. In conclusion, Argument-Driven Inquiry (ADI) model with a Contextual Approach is proven to be feasible and effective for improving critical thinking skills.

The research aims to develop a fluid dynamic learning video-based contextual in water areas that valid and practical. This research is a development study using the Rowntree model, which consists of planning, development, and evaluation stages. The evaluation phase uses the Tessmer evaluation only to the small group evaluation stage. The one to one and small group evaluation stages will be carried out at SMA Negeri 1 Air Saleh in the even semester 2018/2019. Data collected through a walkthrough and questionnaire. The data is then analyzed by determining the mean percentage then converted to get the conclusion of validity and practicality of the video developed. The research conducted concluded that a fluid dynamic learning video-based contextual in water areas have been successfully developed with a percentage of 94% and very practical with a percentage of 87%, making it feasible to use. The product developed can then be used by the teacher to teach the concept of dynamic fluid, especially in schools in water areas, so that students can understand the concept of dynamic fluid based on the surrounding environment.

This research aims to improve student learning outcomes on mathematics learning by using a contextual approach. This research is a Class Action Research (CAR) conducted at one of the vocational schools (SMK) in X-class areas of focus on Automation of Governance and Office 3. The research instruments used in this study are (1) tests consisting of pre-test and post-test of the concept of Sigma notation and infinite series; and (2) the use of an observation sheet for teachers and students as a condition of measuring action execution. The procedure of the study consists of (1) planning, (2) The implementation of Action, (3) observation, (4) evaluation, and (5) reflection. The test results showed that there was an increase in pre-test and post-test results of 19.33%. Obviously, this shows that students ' learning outcomes on math learning are increasing after learning using a contextual approach.

Background: This research aimed to discover the effectiveness of Make-A-Match model in improving the English conversation skills of students with intellectual disabilities. The participants of this research were 7th-grade students in Class C of SMPLB (Junior High School for Special Needs) Jambi Methodology: The data in this applied action research were obtained by using observation, interviews, and notes. This research was conducted in 3 cycles using four steps: planning, acting, observing, and reflecting in each cycle. Findings: The result showed that using the contextual approach to Make-A-Match model was sufficient to improve English conversation skills of students with intellectual disabilities. The students were more active, enthusiastic, and confident in uttering expressions without being anxious about making mistakes because the classroom atmosphere was relaxing and fun. This model also made students worked well together. Conclusion: through this model, the teacher succeeds in encouraging students to apply English in their daily conversation.