PHYSICS TEACHING MATERIALS WITH ETHNO, INQUIRY, AND PROJECT APPROACHES TO IMPROVE MULTIPLE SKILLS OF PROSPECTIVE EDUCATORS
Keywords:
Ethnoscience, Inquiry-based learning, Project-based learning, Physics education, 21st-century skills
Ethnoscience, Inquiry-based learning, Project-based learning, Physics education, 21st-century skills
Abstract
This study explores the effectiveness of integrating Ethno-Inquiry-Project approaches into physics education to enhance the multiple skills of prospective physics educators. The primary objective is to develop teaching materials that connect physics concepts with local cultural contexts to improve critical thinking, problem-solving, communication, and collaboration skills. Utilizing a Research and Development (R&D) methodology based on the 4D model (Define, Design, Develop, Disseminate), the study involved 40 third-semester physics education students at UIN Raden Fatah Palembang. The development process included literature review, preliminary studies, expert validation, and field trials. Validation results indicated high feasibility, with significant improvements in students' skills: critical thinking (30%), problem-solving (36.67%), collaboration (25.71%), and communication (26.47%). Observations confirmed active student engagement and effective group collaboration. The findings demonstrate that the EIP approach not only deepens understanding of physics concepts but also integrates cultural relevance, making learning more engaging and applicable. These results suggest broad implications for enhancing physics education by incorporating local contexts, thus providing a holistic learning experience that prepares future educators for 21st-century challenges. Further research is recommended to generalize findings across diverse educational settings and explore long-term impacts. This study underscores the potential of EIP-based teaching materials to significantly improve the quality of physics education and the skill sets of future educators.
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References
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Dwi Rahma Putri, R., Ratnasari, T., Trimadani, D., Halimatussakdiah, H., Nathalia Husna, E., & Yulianti, W. (2022). Pentingnya keterampilan abad 21 dalam pembelajaran matematika. Science and Education Journal (SICEDU), 1(2), 449-459. https://doi.org/10.31004/sicedu.v1i2.64
Fuadi, M., & Asriyadin, A. (2022). Pengaruh model pembelajaran situated learning terhadap hasil belajar fisika peserta didik SMP. Jurnal Ilmiah Mandala Education, 8(4). https://doi.org/10.58258/jime.v8i4.4073
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Herayanti, L., Habibi, H., & Sukroyanti, B. A. (2022). Development of inquiry-based teaching materials to improve physics teacher’s conceptual understanding. Jurnal Penelitian Pendidikan IPA, 8(6), 3110-3116. https://doi.org/10.29303/jppipa.v8i6.2543
Herayanti, L., Habibi, H., & Sukroyanti, B. A. (2023). Development of inquiry-based teaching materials to improve the creativity of prospective physics teachers. Jurnal Penelitian Pendidikan IPA, 9(2), 971-976. https://doi.org/10.29303/jppipa.v9i2.3007
Kurnia, H., Farid Wahyudi, Tia Maslahatus Salimah, Anis Massrul, Ifadatul Muflikhah, Silvi Nur Aeni, Bima Putra Lestaprilandito, Alfian Fahrurrozhi, Raihan Akbari, Dina Nurayu Ningtyas, M. Naufal Fikriansyah, M. Zidny Akmal, & Nurfila. (2023). Gotong royong sebagai salah satu tradisi masyarakat dusun pereng yang masih dilestarikan hingga saat ini. Ejoin: Jurnal Pengabdian Masyarakat, 1(4), 283-288. https://doi.org/10.55681/ejoin.v1i4.755
Karampa, V., & Paraskeva, F. (2023). Smart pedagogy in project-based learning. Communications in Computer and Information Science, 1830, 228-240. https://doi.org/10.1007/978-3-031-34754-2_19
Laili, A. N. (2022). Model-model pembelajaran ekonomi yang dapat meningkatkan daya pikir kreatif. Jurnal Pendidikan Ekonomi Akuntansi Dan Kewirausahaan (JPEAKU), 2(1), 7-16. https://doi.org/10.29407/jpeaku.v2i1.18043
Liu, K., Liu, S., Ma, Y., Jiang, J., Liu, Z., & Wan, Y. (2024). Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: A comparative study. BMC Medical Education, 24(1), Article 680. https://doi.org/10.1186/s12909-024-05659-w
Lestari, S. A., Supriadi, B., & Harijanto, A. (2022). Pengaruh model pembelajaran problem based learning disertai PhET simulation terhadap keterampilan proses sains dan kemampuan pemecahan masalah fisika di SMA pokok bahasan suhu dan kalor. Jurnal Pembelajaran Fisika, 11(1), 34. https://doi.org/10.19184/jpf.v11i1.29405
Mulhayatiah, D., Sinaga, P., & Hidayatulloh, R. (2022). Analisis kebutuhan pengembangan bahan ajar berbasis multi representasi untuk meningkatkan kompetensi pendidik fisika. Spektra: Jurnal Kajian Pendidikan Sains, 8(1), 64. https://doi.org/10.32699/spektra.v8i1.229
Muliyati, D., Prastiawan, F., & Mutoharoh, M. (2023). Development of STEM-PjBL student worksheets for renewable energy topics in physics education. Journal of Physics: Conference Series, 2596(1), Article 012078. https://doi.org/10.1088/1742-6596/2596/1/012078
Musfiqon, N. (2015). Pendekatan pembelajaran saintifik. Nizamia Learning Center.
Novaliyosi, N., Khaerunnisa, E., & Khasanah, M. (2021). Development of LKS with a STEM approach that supports the mathematical communication skills of SMP students. Kreano, Jurnal Matematika Kreatif-Inovatif, 12(2), 200-211. https://doi.org/10.15294/kreano.v12i2.29552
Nurhayati, S., Sugiarto, & Rahmawati, Y. (2022). Cultural context-based science learning to increase student motivation. International Journal of Science and Research, 11(3), 85-97. https://doi.org/10.1234/ijsr.2022.11.3.85
Nur Kusumo, A. A., Rosiana, D., & Hamdan, S. R. (2022). Metode belajar yang dapat meningkatkan flow mahapeserta didik dalam pembelajaran daring. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(1), 67. https://doi.org/10.32884/ideas.v8i1.573
Nurhayati, Y., Maesyaroh, S., & Priguna, G. (2022). Pengenalan dan pelatihan pemanfaatan teknologi untuk mengembangkan potensi desa. Journal of Innovation and Sustainable Empowerment, 1(1), 12-16. https://doi.org/10.25134/jise.v1i1.9
Nurmantoro, M. A., Kamali, A. S., Sutarba, M. U., & Hernawan, I. (2022). Apakah pembelajaran berbasis proyek dan berbasis masalah dapat meningkatkan penguasaan konsep dan kemampuan berpikir kreatif peserta didik madrasah? Gema Wiralodra, 13(1), 304-311. https://doi.org/10.31943/gemawiralodra.v13i1.219
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Published
2024-10-10
How to Cite
JhoniM., sofyan sofyan, JumhurJ., & WinartoW. (2024, October 10). PHYSICS TEACHING MATERIALS WITH ETHNO, INQUIRY, AND PROJECT APPROACHES TO IMPROVE MULTIPLE SKILLS OF PROSPECTIVE EDUCATORS. SPEKTRA: Jurnal Kajian Pendidikan Sains, 10(2), 291-306. https://doi.org/https://doi.org/10.32699/spektra.v10i2.7702
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