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Journal articles on the topic 'Contextual learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

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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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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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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Nurhayani, Nurhayani, Marini Damanik, and Marudut Sinaga. "Innovation based learning contextual for thermochemistry topic in senior high school." Jurnal Pendidikan Kimia 10, no. 3 (December 30, 2018): 409–13. http://dx.doi.org/10.24114/jpkim.v10i3.12718.

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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Dewi, Andi Erni Ratna Dewi, and Andi Aminullah Alam. "The Effect of Contextual Teaching and Learning Approach and Learning Creativity on Student Learning Outcomes." Journal of Educational Science and Technology (EST) 7, no. 3 (December 21, 2021): 261. http://dx.doi.org/10.26858/est.v7i3.24675.

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The purpose of this study was to determine the effect of the contextual teaching and learning approach and learning creativity on student learning outcomes. This type of quantitative research with an expost facto approach involved 95 students who were selected by purposive sampling. Data analysis through classical assumption test and multiple linear regression analysis. The results showed that the Contextual Teaching and Learning Approach and learning creativity were positive and significant in improving student learning outcomes. Dominant learning creativity in determining student learning outcomes. Students' creativity is directed to have curiosity, have high discipline, often ask questions, be independent, listen to material, think critically and periodically, take initiative and have broad memory and insight. The implementation of the Contextual Teaching and Learning approach helps students to be active in learning, increase knowledge, increase understanding, practice the material and reflect on each knowledge to achieve the results of the learning process.

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Wiradika, I. Nyoman Indhi, and Heri Retnawati. "CONTEXTUAL LEARNING IN ELEMENTARY SCHOOL: A META ANALYSIS." PROGRES PENDIDIKAN 2, no. 3 (September 24, 2021): 174–82. http://dx.doi.org/10.29303/prospek.v2i3.187.

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The practice of contextual learning in Indonesia is a method that is often used. This study aims to determine the average value of elementary school students with contextual learning. Meta-analysis is used to calculate the average score of elementary school students with contextual learning. The scope of the article is contextual learning research conducted on elementary school students in Indonesia. The publication year is limited to 2016 to 2021. This study uses 44 data sources for articles and theses with the result that the aggregate proportion of students who complete their studies with contextual learning is around 79.25. These results prove that contextual learning can obtain learning outcomes above the national minimum completeness criteria.

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Tampubolon, Deni Indriani, and Zulfi Amri. "The contextual Teaching And Learning (CTL) Based On Contextual Teaching And Learning (CTL) Based On Student Worksheets." IJEMS:Indonesian Journal of Education and Mathematical Science 2, no. 3 (October 23, 2021): 83. http://dx.doi.org/10.30596/ijems.v2i3.8126.

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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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Melinda, Audina. "Application of Contextual Teaching and Learning Method to Improve Student Learning Motivation." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 8, no. 3 (September 30, 2020): 360. http://dx.doi.org/10.24036/spektrumpls.v8i2.108633.

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Contextual learning which is commonly known as Contextual Teaching and Learning (CTL) is a learning concept that links learning material with the actual (real) conditions at home, school, and community. Students can be expected to think critically in solving problems in learning. In the context of learning this CTL method encourages students to find and explore their own knowledge. So that it can increase students learning motivation because basically the CTL method contains the principle of questioning, with this principle students, are more active as recipients, and there feedback during the learning process. And this is what motivates students to learn because they get their own knowledge.Keywords: Learning Method, Contextual Teaching and Learning, Motivation

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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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Rahmawati, Nurina Kurniasari, and Amah Amah. "The Differences of the Student Learning Outcome Using Realistic Mathematics Learning Approaches (PMR) And Contextual Learning Approaches (CTL) on the Sets Material." Al-Jabar : Jurnal Pendidikan Matematika 9, no. 1 (June 25, 2018): 63. http://dx.doi.org/10.24042/ajpm.v9i1.2243.

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This research aims to determine differences in learning outcomes of students who use Realistic Mathematics Learning (PMR) and Contextual Approach (CTL) approaches on the set Material. This research method is quasi experiment with posttest only control design. The sampling technique was used cluster random sampling with 2 experimental classes These are experimental class 1 (the class was treated with the Realistic Mathematics Education (PMR) approach and experimental class 2 (the class was treated with the Contextual Learning (CTL) approach The hypothesis test is used the t-test. The results of the research is found that there were differences between the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach and the student learning outcome in the set material using the Contextual Learning approach (CTL). Because the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach better than the student learning outcome in the set material using the Contextual Learning approach (CTL).

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Tipps, Megan E., Jonathan D. Raybuck, Kari J. Buck, and K. Matthew Lattal. "Acute Ethanol Withdrawal Impairs Contextual Learning and Enhances Cued Learning." Alcoholism: Clinical and Experimental Research 39, no. 2 (February 2015): 282–90. http://dx.doi.org/10.1111/acer.12614.

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Schöllhorn, Wolfgang Immanuel. "Invited commentary: Differential learning is different from contextual interference learning." Human Movement Science 47 (June 2016): 240–45. http://dx.doi.org/10.1016/j.humov.2015.11.018.

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Merawan, C. T., Hajidin, and M. Duskri. "Self-regulated learning through Contextual Teaching and Learning (CTL) approach." Journal of Physics: Conference Series 1882, no. 1 (May 1, 2021): 012087. http://dx.doi.org/10.1088/1742-6596/1882/1/012087.

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Riley, Larry R., and Nancy J. Riley. "Verbal Contextual Generalization in Children with and without Learning Disabilities." Perceptual and Motor Skills 87, no. 1 (August 1998): 43–49. http://dx.doi.org/10.2466/pms.1998.87.1.43.

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Braine's (1963) model of language development emphasizes the use of auditory or temporal processing so verbal contextual generalization can be produced. Recent literature on auditory or temporal processing skills of children with learning disabilities led to the prediction that these children would find it much more difficult to generalize contextually than would children without learning disabilities. The present study did not support this prediction. The implications were discussed in view of research on auditory or temporal processing skills of children with learning disabilities.

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Imlafihasna, Imlafihasna. "Poetry Writing Learning Contextual Learning Through Application Model (Contektual Teaching And Learning) Share Class Ix Student Smp Negeri 1 Painan South Coastal District." Jurnal Ilmiah Pendidikan Scholastic 1, no. 2 (October 27, 2018): 159–66. http://dx.doi.org/10.36057/jips.v1i2.258.

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In the literary learning activities will be realized concretely through the reading and understanding of poetry, novels, short stories, romances, and drama text. The activities of understanding a literary work should be done in earnest so as to train and develop the sensitivity of the mind. While learning Indonesian language directed to improve the ability of students in communicating both orally and in writing and can foster an appreciation of a work of Indonesian literature. Learning poetry writing will also be able to develop the ability of students of class IX SMP Negeri 1 Painan using Contextual Model (contektual teanching and learning). With the development of contextual model (contexual teanching and learning), it is expected that the students will be more active and creative in learning Indonesian language especially in writing poetry lesson, and improving the quality of students' learning in terms of finding, finding and solving problems in learning. By actively and creatively breeding in searching for sources and in discussions as problem-solving efforts, students will really understand the learning materials. By mastering the learning materials, it allows them to get the optimal value and in turn the index of his presentation will increase. The change is one of them by using contextual model (contektual teanching and learning) as an effort to improve the ability to write poetry. Contextual modeling (contextual teanching and learning) is a system that stimulates the brain to construct patterns that embody meaning or a learning system that matches the brain that produces meaning by linking the academic content to the context of the student's daily life. In order to optimize the learning of the Indonesian language especially for the subject of writing poetry, it is necessary to conduct a classroom action research on "Poetry Writing Learning Through Application of Contextual Learning Model (Contextual Teaching And Learning) for Class IX Students of SMP Negeri 1 Painan Pesisir Selatan Regency".

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Jaelani, Lalan. "IMPLEMENTATION OF AQIDAH AKHLAK LEARNING USING THE CONTEXTUAL LEARNING MODEL IN MA AN-NUR MALANGBONG GARUT DISTRICT." International Journal of Islamic Khazanah 9, no. 2 (July 14, 2020): 48–60. http://dx.doi.org/10.15575/ijik.v9i2.9021.

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Aqidah learning morality that there is prioritizing cognitive aspects, both concerning the divinity and humanity that want to be instilled and developed into students themselves. The purpose of this study is to find out and analyze; (1) Aqidah moral learning design using a contextual approach, (2) implementation of Aqidah morality learning (3) evaluating Aqidah morality learning using a contextual learning approach, (4) supporting and inhibiting factors, (5) advantages and disadvantages and (6) the effectiveness of contextual learning approaches in the subjects of Aqidah Morals to shape the Islamic character of students. Using descriptive qualitative methods with the type of analytic descriptive research. The data collection tool was obtained using: observation, interview, and study documentation. The data analysis procedures performed are data reduction, data presentation, drawing conclusions or verification. The results of this study show that the design of contextual learning in the subjects of Aqidah Akhlak uses the components of the Contextual Teaching and Learning (CTL) stages, namely constructivism (constructivism), finding (inquiry), asking (questioning), learning community (learning community), modelling (modelling), reflection (reflection), and actual assessment (authentic assessment). The implementation of Aqidah Akhlak learning by using a contextual approach in MA An-Nur Malangbong is following the learning design. While the inhibiting factors include: difficulty analyzing individual student differences, not all are suitable for using a contextual approach, as well as difficulties in conducting evaluation and time management that requires a lot of time. Meanwhile, the contextual approach to the subjects of Aqidah Akhlak carried out at MA An-Nur Malangbong for the formation of Islamic character in students can be said to be very effective. This can be seen from the increase in their learning outcomes for the five Islamic characters analyzed, namely honesty, discipline, responsibility, cooperation and courtesy, experiencing an average increase from 2.44 to 3.3.

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Zhang, Xiao, Dejing Dou, and Ji Wu. "Learning Conceptual-Contextual Embeddings for Medical Text." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 9579–86. http://dx.doi.org/10.1609/aaai.v34i05.6504.

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External knowledge is often useful for natural language understanding tasks. We introduce a contextual text representation model called Conceptual-Contextual (CC) embeddings, which incorporates structured knowledge into text representations. Unlike entity embedding methods, our approach encodes a knowledge graph into a context model. CC embeddings can be easily reused for a wide range of tasks in a similar fashion to pre-trained language models. Our model effectively encodes the huge UMLS database by leveraging semantic generalizability. Experiments on electronic health records (EHRs) and medical text processing benchmarks showed our model gives a major boost to the performance of supervised medical NLP tasks.

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Taufik, M. Anang, Mulyoto Mulyoto, Sunardi Sunardi, and Nunuk Suryani. "CONTEXTUAL TEACHING AND LEARNING PADA ARITMATIKA SOSIAL." Journal of Mathematics Education and Science 2, no. 1 (April 25, 2019): 29–33. http://dx.doi.org/10.32665/james.v2i1.62.

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The purpose of this research is to know and investigate the difference of students’ ability in doing social arithmetic and the implementation of contextual teaching and learning model in experimental class and students’ ability in doing social arithmetic that taught by applying tutor method in control class. This research is classified as a quasi-experimental design which is used pre and posttest control group design. The sample of this research was eight B grade students as experimental class and eight grade A students as a control class. This research took place at junior High School (SMP) Negeri 2 Gondang, Bojonegoro, East java. This research applied random sampling technique. The sum of subject of the research was about 56 students which consist of 28 students from control class and 28 students from experimental class. The result of the research shows that there is difference in implementation of two different learning models. The implementation of contextual teaching and learning model is better than tutor model. It can be proved from the mean score of posttest in experimental class. It was 75.89 while in control class was about 71.96. It can be said that there was significant difference about 3.93. It can be concluded that contextual teaching and learning (CLT) model can improve students’ ability in doing social arithmetic better than tutor model. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan kemampuan siswa menyelesaikan soal aritmatika sosial dari implementasi model pembelajaran Contextual Teaching and Learningdi kelas eksperimen dibandingkan dengan kemampuan siswa menyelesaikan soal aritmatika sosial dengan model pembelajaran ceramah di kelas kontrol. Jenis penelitian ini adalah quasi eksperimen dengan desain penelitian pre tes posttes control group design. Sample yang digunakan dalam penelitian ini adalah siswa SMP Negeri 2 Gondang Bojonegoro Jawa Timur kelas VIII B sebagai kelas eksperimen dan kelas VIII A sebagai kelas kontrol yang ditentukan dengan teknik random sampling. Subjek penelitian ini terdiri dari 56 siswa di kelas eksperimen 28 siswa di kelas kontrol sebanyak 28 siswa. Berdasarkan hasil penelitian menunjukkan perbedaan bahwa penerapan model pembelajaran Contextual Teaching and Learning lebih baik dari model pembelajaran ceramah yang selama ini digunakan. Hal ini dapat dilihat dari nilai rata-rata post tes di kelas eksperimen adalah 75,89 dikelas kontrol nilai post tes adalah 71,96 sehingga didapat perbedaan sebesar 3,93. Kesimpulan hasil penelitian ini adalah bahwa model pembelajaran Contextual Teaching and Learning (CTL) dapat meningkatkan kemampuan siswa dalam menyelesaikan aritmatika sosial lebih baik daripada model pembelajaran ceramah.

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Siti Ansoriyah. "Implementation of Contextual Learning in Memorizing Alquran." Jurnal Online Studi Al-Qur'an 16, no. 2 (July 30, 2020): 197–212. http://dx.doi.org/10.21009/jsq.016.2.05.

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Reading and comprehending Al Quran is an obligation for Moslem as Al Quran is a guide for living. Some Moslem even put their effort to memorize the Al Quran. However, it requires certain processes and guidance in memorizing Al Quran. There a lot of methods in learning and memorizing the Al Quran implemented. Contextual teaching and learning which gives context/meaning in the learning process contribute to the process for students in memorizing Al Quran. As contextual teaching and learning provide students with more information such as history, messages, and meaning of the surah they are going to memorize. By knowing the blessing contained in the surah, students would be more motivated and the memory will linger in their memory.

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Захарова, Е. И., З. И. Сторожева, А. Т. Прошин, М. Ю. Монаков, and А. М. Дудченко. "CONTEXTUAL LEARNING IN THE MORRIS WATER MAZE." ZHurnal «Patologicheskaia fiziologiia i eksperimental`naia terapiia», no. 4() (November 21, 2018): 13–20. http://dx.doi.org/10.25557/0031-2991.2018.04.13-20.

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Цель - исследование холинергической синаптической организации функций обучения и памяти у крыс с разными когнитивными способностями. Методы. Крыс обучали на пространственной обстановочной модели в водном лабиринте Морриса. Через 2-3 сут. после окончания тренировок животных декапитировали, из неокортекса и гиппокампа с помощью центрифугирования выделяли субфракции синаптических мембран и синаптоплазмы легких и тяжелых синаптосом. В синаптических субфракциях определяли активность ключевого фермента холинергических нейронов холинацетилтрансферазы (ХАТ). Сравнивали результаты тестирования (время достижения скрытой платформы) и активность фермента у способных и неспособных к обучению крыс. Результаты. Были выявлены: 1) различия в холинергической организации исследованных функций в процессе обучения у способных и неспособных к обучению крыс, в том числе: положительные корреляции активности ХАТ в синапсах проекционных нейронов неокортекса у способных крыс со временем достижения платформы на промежуточных этапах обучения и в синапсах проекционных нейронов гиппокампа у неспособных крыс на позднем этапе обучения; разнонаправленные корреляции активности ХАТ в синапсах, предположительно, интернейронов гиппокампа (фракция тяжелых синаптосом) у способных и неспособных крыс на начальном и позднем этапах обучения; 2) индивидуальность холинергической организации функций на всех этапах обучения. Выводы. Полученные данные свидетельствуют в пользу представлений о специфике холинергической организации функций пространственного обстановочного обучения у крыс с выраженными и слабыми способностями к обучению, а также избирательной роли холинергических интернейронов гиппокампа на исходном этапе обучения и в консолидации памяти. In order to expand the knowledge about neuronal organization of the cognitive functions required for understanding plastic processes in the brain, we investigated the cholinergic synaptic organization of learning and memory functions in rats with different cognitive abilities. Methods. Rats were trained on a contextual situation model in the Morris water maze. At 2-3 days after the end of training, animals were decapitated, and subfractions of synaptic membranes and synaptoplasm of light and heavy synaptosomes were isolated from the cortex and the hippocampus by centrifugation. In synaptic subfractions, activity of the key enzyme of cholinergic neurons, choline acetyltransferase, was measured. We compared the test results (latent period to reach the hidden platform) and the enzyme activity in capable (lower quartile) and incapable of learning rats (upper quartile). Results. The following was found: 1) differences in the cholinergic organization of studied functions in capable and uncapable of learning rats during training, including: positive correlations of choline acetyltransferase activity in synapses of projection neurons in the cortex of capable rats with latency to reach the platform at intermediate stages of training and in the hippocampus ofincapable rats at late stages of training; multidirectional correlations of choline acetyltransferase activity in synapses of hippocampal, presumably, interneurons (heavy synaptosomes) in capable and incapable rats at early and late stages of training; 2) distinctness of the cholinergic organization of functions at all stages of training. Conclusions. The study demonstrated for the first time a specificity of the cholinergic organization of functions in spatial situational learning of rats with strong and poor learning abilities and a selective role of hippocampal cholinergic interneurons at the initial stage of learning and in memory consolidation.

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Luu, Trinh T., Eva Pirogovsky, and Paul E. Gilbert. "Age-related changes in contextual associative learning." Neurobiology of Learning and Memory 89, no. 1 (January 2008): 81–85. http://dx.doi.org/10.1016/j.nlm.2007.09.006.

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Chang, EunJung. "Interactive Experiences and Contextual Learning in Museums." Studies in Art Education 47, no. 2 (January 2006): 170–86. http://dx.doi.org/10.1080/00393541.2006.11650492.

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Burwell, R. D. "Corticohippocampal Contributions to Spatial and Contextual Learning." Journal of Neuroscience 24, no. 15 (April 14, 2004): 3826–36. http://dx.doi.org/10.1523/jneurosci.0410-04.2004.

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Rigoli, Francesco, Benjamin Chew, Peter Dayan, and Raymond J. Dolan. "Learning Contextual Reward Expectations for Value Adaptation." Journal of Cognitive Neuroscience 30, no. 1 (January 2018): 50–69. http://dx.doi.org/10.1162/jocn_a_01191.

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Substantial evidence indicates that subjective value is adapted to the statistics of reward expected within a given temporal context. However, how these contextual expectations are learned is poorly understood. To examine such learning, we exploited a recent observation that participants performing a gambling task adjust their preferences as a function of context. We show that, in the absence of contextual cues providing reward information, an average reward expectation was learned from recent past experience. Learning dependent on contextual cues emerged when two contexts alternated at a fast rate, whereas both cue-independent and cue-dependent forms of learning were apparent when two contexts alternated at a slower rate. Motivated by these behavioral findings, we reanalyzed a previous fMRI data set to probe the neural substrates of learning contextual reward expectations. We observed a form of reward prediction error related to average reward such that, at option presentation, activity in ventral tegmental area/substantia nigra and ventral striatum correlated positively and negatively, respectively, with the actual and predicted value of options. Moreover, an inverse correlation between activity in ventral tegmental area/substantia nigra (but not striatum) and predicted option value was greater in participants showing enhanced choice adaptation to context. The findings help understanding the mechanisms underlying learning of contextual reward expectation.

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Dincheva, Iva, Siobhan S. Pattwell, Lino Tessarollo, Kevin G. Bath, and Francis S. Lee. "BDNF Modulates Contextual Fear Learning during Adolescence." Developmental Neuroscience 36, no. 3-4 (2014): 269–76. http://dx.doi.org/10.1159/000358824.

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Rosenberg, Ari, Adhira Sunkara, Haorui Jiang, Ting-Yu Chang, Byounghoon Kim, Kailey Sabel, Sarah Jacquot, Ashley Dinges, and Brittany Travers. "Diminished contextual learning in autism spectrum disorders." Journal of Vision 18, no. 10 (September 1, 2018): 1072. http://dx.doi.org/10.1167/18.10.1072.

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