Implementation of Contextual Approach in Learning orientation and Mobility in Visual Impairment Students in SLB PGRI Sentolo

The quality of learning is influenced by the learning approach chosen by the teacher so that an active approach is needed to involve the students. This study aims to describe the implementation of contextual approach to orientation and mobility learning for students with visual impairment in SLB PGRI Sentolo. This research is a qualitative descriptive study. Technique of collecting data is done by interview, observation and documentation. Data analysis is done by reduction, display data, and conclusion drawing / verification. The results showed that teachers have applied a contextual approach in orientation and mobility learning. There are seven components applied: constructivism, questioning, inquiry, learning community, modeling, authentic assessment and reflection. These seven components have been applied, but there are some components that need improvement such as: (1) the components questioning the students are still passive and difficulty in asking questions, (2) the inquiry components of the students still need guidance from the teacher, (3) the learning community components of students are still passive in doing activities, (4) the authentic assessment component, the teacher has not done attitude assessment so the assessment is not thorough, (5) the reflection component, the teacher has not helped the student connect the newly acquired knowledge with prior knowledge. Recommendations for further research can make an intervention effort by applying contextual approaches according to the condition of students to improve the quality of learning. Further research can make innovations on learning approaches, media, teaching materials, materials,