Physics Teachers’ Ability in Planning and Implementing Cultural-Based Physics Learning Activities on Education and Training

Imelda Paulina Soko,Agus Setiawan,Ari Widodo

doi:10.30870/jppi.v5i2.6754

Imelda Paulina Soko, Agus Setiawan + Show 1 more

Open Access

https://doi.org/10.30870/jppi.v5i2.6754

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Abstract

There is increasing appreciation of the importance of using indigenous (traditional) knowledge for contextualizing school science instruction because it forms part of students’ prior experiences and source of information that they carry to school learning. The purpose of this study is to describe the physics teachers’ ability in planning and implementing cultural-based physics learning activities, and the relationship between the teachers’ ability in planning and implementing cultural-based physics learning. The research was a quantitative descriptive study that included 20 physics teachers in one of the regencies of Nusa Tenggara Timur (NTT) as the subject of the study. The instruments used for this study were the assessment rubrics for the physics lesson plan and peer teaching. The data were collected by doing observation and documentation of participatory education and training activities with cultural approach, analysed descriptively quantitatively, and presented in categories, percentages and diagrams. The average ability of physics teachers in designing the lesson plans of cultural-based physics in the following categories was quite good: 17 teachers (85%) were in the good category while 3 teachers (15%) were in very good category. The average presentation of the peer teaching appraisal results was in fairly good category, only 1 teacher (5%) was in the less good category, then 14 teachers (70%) were in good enough category, and then 4 teachers (25%) were in good categories. In general, the physics teachers had presented good performances, which mean the training activities had a positive effect on the physics teachers’ content and pedagogical knowledge. In education and training activities by integrating culture in physics learning activities responded very well, thus in every group discussion cycle, the teacher was able to identify the culture which was suitable to the content of existing material and implementing it in the peer teaching activities.

Highlights

Learning implementation planning is one of the important activities which is usually the first step before the teachers get involved in the classroom learning process (Shulman, 1987)
The results of the study and discussion are presented in two major sections namely, the ability of the teachers in preparing the culture-based physics lesson plan and the profile of the teachers’ ability in implementing the peer teaching of cultural-based physics learning
The lesson plan was imposed through assessment cultural-based physics lesson plan generated by teachers was; (1) not good, (2) less good, (3) good, (4) very good

Summary

INTRODUCTION

Learning implementation planning is one of the important activities which is usually the first step before the teachers get involved in the classroom learning process (Shulman, 1987). Emphasis on the linkage and integration of basic competence, learning materials, learning activities, indicators of competency achievement, assessment, and learning resources in a whole learning experience; 7) accommodate thematic-integrated learning, crosscutting integrity, cross-learning aspects, and cultural diversity; and 8) application of information and communication technology in an integrated, systematic, and effective manner in accordance with the situation and conditions (Ministry of Education and Culture, 2016). The principle of designing a lesson plan indicates the accommodation and cultural diversity in the learning activities. Measurement of planning effectiveness based on lesson plan preparation principles, cultural aspects presented, as well as cultural linkage with the content of physics learning that will be taught. The items on the assessment rubric for lesson plan and peer teaching consisted of 1) selection and organizing teaching materials of cultural-based physics, 2) learning models and methods, and 3) selection of culturalcultural approach, analyzed descriptively, and presented in categories and percentages. Spearman correlation test was conducted to determine whether there is a correlation between the physics teachers’ ability in designing and implementing cultural-based physics learning

RESULTS AND DISCUSSION

Maximum Statistic

Teaching materials implementation

Implementation of Teaching Materials

Utilization of Learning

Pearson Correlation