Between Returning from Abroad and Remigration: A Contextual Approach to the Case of Romania

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.

Learning motivation plays a crucial role in improving students' understanding and engagement with the subject matter. Contextual learning approach is considered as a method that can motivate students by linking learning with the context of their daily lives. This study aims to investigate the effect of contextual learning approach on Islamic Religious Education (PAI) learning motivation in elementary schools. This research uses qualitative research methods with a literature approach, primary and secondary data obtained from studies that have been published in journals that have high credibility sinta 2 and 5, which discuss the effect of contextual learning approaches on learning motivation for Islamic religious education in elementary schools. After the data is collected, data analysis is carried out and the data is grouped according to its type, and finally draws conclusions as expected. The results showed that students who received learning with a contextual approach had a significant increase in learning motivation compared to the control group. In addition, the comprehension score of PAI material also increased significantly in the experimental group. This shows that the contextual learning approach can positively contribute to students' learning motivation and understanding of PAI materials. This research makes an important contribution to the development of PAI learning methods in elementary schools. The practical implication is that PAI teachers can consider the use of contextual learning approach in designing and implementing learning strategies in order to increase students' motivation and understanding of Islamic Religious Education.

The problems discussed in this study are related to the development of the quality Reading instruction through a contextual approach for students of English language program. The purpose of the study is to improve the quality of Reading learning through a contextual approach to students of the English Language Education Study Program, FKIP, University of Lampung. This research employed Class Action Research (CAR) which is intended to provide information on how to take appropriate actions to improve student activities in the learning process with a contextual learning approach that has an impact on increasing student learning achievement. The results showed that the quality of Reading learning increased through a contextual approach in the English Language Education Study Program students. In cycle I the average value is 62.4. In cycle II the average value increases to 68.7. In cycle III the average value is 77.2. This proves that the use of a contextual approach is able to improve the quality of reading learning for English Language Education Study Program students, FKIP, University of Lampung.

The purpose of this study was to improve students' mathematics learning outcomes by using a Contextual Approach in class III SD IT Nur Ihsan Medan. This type of research is classroom action research. The application of a contextual learning approach in improving mathematics learning outcomes in multiplication and division arithmetic operations material in class III SD IT Nur Ihsan is carried out with the following steps: (1) Relating, (2) Experiencing, (3) Cooperating (4) Applying, (5) Transfers. The application of a contextual learning approach can improve learning outcomes in mathematics subjects, multiplication and division operations for class III SD IT Nur Ihsan. This can be seen from the average initial condition before the research was carried out, which was 64.51 with a completeness percentage of 44.44%. After doing research in the first cycle using a contextual learning approach on the material of multiplication and division arithmetic operations has increased with an average value of 76.53 with the percentage of students' completeness reaching 73.33%. Then proceed to cycle II by applying a contextual learning approach, student learning outcomes have increased. In the second cycle the average increased to 87.2 with the percentage of students' completeness reaching 86.66%.

Learning children's literature appreciation in elementary school is very important so that student's language skills, especially receptive skills, can develop well, one of which is poetry writing skills. Learning to write poetry in elementary schools has not been maximized due to limitations in the provision of teaching materials and approaches used by teachers in improving poetry writing skills. Writing skills are one of the most difficult skills of other language skills, therefore an appropriate approach is needed so that the learning objectives can be realized, one of which is the contextual approach because the contextual approach is the way the teacher conducts the learning process by connecting the real world of students with the subject matter to be learned. The purpose of the study was only to analyze and describe the need of developing teaching materials for writing poetry based on the contextual learning (CTL) approach in elementary schools in Bogor Regency so that the data used was qualitative. Various analyses were conducted to determine the need for developing teaching materials for writing poetry based on a comprehensive contextual learning approach based on conditions, curriculum, and the needs of teachers and students. A comprehensive needs analysis is expected and accurate is expected to be developed for teaching materials for writing poetry based on a contextual learning approach in grade IV elementary schools in Bogor Regency based on the needs of the research field.

Context-aware recommender systems have been proven to improve the performance of recommendations in a wide array of domains and applications. Despite individual improvements, little work has been done on comparing different approaches, in order to determine which of them outperform the others, and under what circumstances. In this paper we address this issue by conducting an empirical comparison of several pre-filtering, post-filtering and contextual modeling approaches on the movie recommendation domain. To acquire confident contextual information, we performed a user study where participants were asked to rate movies, stating the time and social companion with which they preferred to watch the rated movies. The results of our evaluation show that there is neither a clear superior contextualization approach nor an always best contextual signal, and that achieved improvements depend on the recommendation algorithm used together with each contextualization approach. Nonetheless, we conclude with a number of cues and advices about which particular combinations of contextualization approaches and recommendation algorithms could be better suited for the movie recommendation domain.KeywordsContext-aware recommender systemspre-filteringpost-filteringcontextual modelingtime contextsocial context

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.

Students’ abilities are not limited to just knowing the mathematics theory and concepts, but a deeper understanding needs to be had by students. The characteristic of contextual and cooperative approaches have distinct advantages. The study tries to quantify achieving contextual and cooperative approaches by using multimedia interactive in improving student math comprehension. Research shows increased student’s mathematics comprehension over contextual classes 0,71 in the high category and the cooperative class 0,38 in the moderate category. Increased mathematical understanding of students with classes uses a contextual approach higher than the class that uses a cooperative approach. The primary key of the contextual approach can link lesson materials with the real world or student experience. A cooperative approach requires students’ characteristics in high-level activity, learning skills, and great learning motivation.

This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students.

Based on the initial data obtained by students of class IX.1 SMP Negeri 1 Bandar Baru, it can be seen that their learning outcomes are still far from expectations, student learning completeness is still below 50% and student learning motivation is still very low. This is likely due to the lack of variety in the approaches and learning methods used by teachers in implementing the learning process. This study aims to determine and test the extent to which the application of the contextual learning approach can improve the learning outcomes of students of class IX.1 SMP Negeri 1 Bandar Baru. This type of research is classroom action research. The objects of this study were students of class IX.1 SMP Negeri 1 Bandar Baru totaling 26 people. Data were collected using test and non-test techniques, observation sheets, questionnaires and field notes, then the data obtained were described and analyzed using comparative descriptive analysis techniques for quantitative data. Comparative descriptions were carried out by comparing the results of daily tests starting from the initial conditions of cycle 1 and cycle 2 values, while qualitative descriptive analysis was guided by the results of observations and reflections for each cycle. The findings of this study indicate that using a contextual learning approach in class IX.1 of SMP Negeri 1 Bandar Baru has been proven to be able to improve student learning outcomes. This can be proven from 26 students, in cycle I 18 people or 71.5% completed and in cycle II increased to 21 people or 82.3%. Thus it can be concluded that using a contextual learning approach can significantly improve student learning outcomes.

This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students.

The purpose of this study was to determine the differences in the improvement of students' mathematical problem-solving abilities with the Contextual Teaching and Learning approach in the material of the two-variable linear equation system in class X SMA Negeri 2 Pematangsiantar. This study used an experimental method with the aim of being in accordance with the previous statement to determine the difference in students' mathematical problem-solving abilities with a contextual approach and an expository approach, with a randomized pretest-posttest control group design. The average increase in problem-solving abilities in the control class was 0.1688 while the increase in problem-solving abilities in the experimental class was 0.0085. By using the t-test (SPSS), with a value of Fcount = 10.907 and a significant level of 0.05, a significant probability is obtained 0.002 <0.05, it can be concluded that there is a difference in normalized gain or an increase in problem-solving ability with conventional and contextual approaches. Based on the average gain of the control and experimental classes, the increase in the control class using the conventional approach is higher than the experimental class with the contextual approach. The difference in increasing problem-solving abilities in conventional classrooms is possible due to differences in students' entry-level abilities, which can be seen in the average pretest of each class.

Learning to write by using Sundanese language in Junior High School get to attention from Sundanese teacher. When learning to write personal experience, students always feel difficult especially in using language. The most of result, students writing problems are spelling, punctuation and diction of Sundanese language. This research to increase students’ skill in writing personal experience through contextual approach. The method used in this research was classroom action research by combining qualitative and quantitative data and following Kemmis & Taggart’s research model approach, which consists of 4 stages in each cycle, i.e., planning, action/implementation, observation, and reflection. Qualitative data was analyzed by describing the action research process and the quality of students' ability to write short stories through the contextual approach, while quantitative data was analyzed using percentages. This study showed an increase in the ability to write personal experiences through a contextual approach starting from pre-action, cycle 1, cycle 2, and cycle 3. Cycle I, there was an increase in the average writing score, which became writing skills, which became 73.4, the number of learners who reached the minimum cut-off score was 12 learners or 48% of the total number of learners. In Cycle II, the average score of the learners' writing skills increased again to 78.76, there were 19 (76%) learners who scored ≥75, and in Cycle III, the average score of the learners' writing skills increased again to 84.64, all the learners met the KKM, where the lowest score was 77 and the highest score was 97. Finally, based on the research findings, the application of a contextual approach in writing personal experience with the Sundanese language makes the Sundanese language learning process more dynamic and fun.

This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students

This research examines the renewal of contextual Islamic law discovery methods that function to answer the challenges of the times and social dynamics. As an initial step in the reconstruction of fiqh, this research seeks to explain a solution offered by fiqh methods, namely a unified approach to shari'ah and social inference. In simple terms, this method seeks to bridge and integrate textual (normative) and contextual (historical-empirical) approaches. The basic assumption is that this effort will be beneficial for alternative methods of discovering Islamic law in this multi-cultural and religious era. This research is a literature study (library research) using a juridical, historical, and philosophical approach to answer the problems above. This study concludes that there are three methods of ijtihad, namely bayani (linguistics), ta'lili (qiyasi: causation), and istislahi (teleological). These three are common methods used in discovering and forming fiqh civilizations from time to time. By bringing empirical reality into the analysis of legal findings, there will be little guarantee that Islamic law in Indonesia can appear more creative and alive in the midst of modern social regulatory processes. As for the effort to renew the method of discovering Islamic law with a contextual approach in the form of historical and textual inference analysis, this is an ideal intellectual achievement. there will be little guarantee that Islamic law in Indonesia can appear more creative and live in the midst of modern social regulatory processes. As for the effort to renew the method of discovering Islamic law with a contextual approach in the form of historical and textual inference analysis, this is an ideal intellectual achievement. there will be little guarantee that Islamic law in Indonesia can appear more creative and live in the midst of modern social regulatory processes. As for the effort to renew the method of discovering Islamic law with a contextual approach in the form of historical and textual inference analysis, this is an ideal intellectual achievement