<![CDATA[Chemistry learning on the topic of reaction rates requires an approach that enables students to relate concepts to real-life situations while encouraging active participation in the learning process. This study aimed to determine teachers’ ability to manage learning, students’ learning outcomes, and students’ responses to the implementation of a contextual approach in teaching reaction rates to Grade XI Chemistry 2 students at SMA Swasta Frater Don Bosco Lewoleba. This study employed a quantitative descriptive method involving 37 students as research participants. Data were collected using an observation sheet of teachers’ ability to manage learning, instruments for assessing students’ knowledge and skills, and a student response questionnaire. The data were analyzed descriptively and quantitatively to describe the implementation of learning, students’ learning mastery, and their responses to the contextual approach. The results showed that the teacher’s ability to manage learning using the contextual approach was categorized as good, with a mean score of 3.98. Students’ learning outcomes on the reaction rate topic were considered complete, with a mean score of 91.74. Students’ responses to the implementation of the contextual approach were categorized as very good, with an average percentage of 88.63%. These findings indicate that the contextual approach can serve as an alternative chemistry teaching approach that supports students’ conceptual understanding, skills, and active engagement in learning reaction rates.]]>
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