Fisika dan Budaya: Pandangan Guru tentang Insersi Budaya dalam Pembelajaran Fisika
DOI:
https://doi.org/10.35719/vektor.v6i1.149Keywords:
Minangkabau Culture, Physics Learning, Cultural Insertion, ethnoscience, Budaya Minangkabau, Pembelajaran Fisika, etnosainsAbstract
Physics learning at the high school level is often perceived as complex and abstract, leading to difficulties in understanding and a lack of student interest. Cultural integration in physics learning has the potential to address these challenges by increasing the relevance and accessibility of the material. This study aimed to explore the views of high school physics teachers in Padang City regarding cultural integration in learning, including understanding, perceptions, implementation patterns, challenges, and support needs. Using a mixed-methods approach, data were collected through an online questionnaire from 32 teachers and in-depth interviews with three teachers. Results showed that 84.4% of teachers had implemented cultural integration, with 90.6% considering it important or somewhat important. The main benefits identified were improved conceptual understanding (90.6%) and preservation of local culture (78.1%). Contextualizing physics concepts with culture (78.1%) was the most common integration pattern. Key challenges included time constraints (68.8%) and a lack of understanding of local culture (53.1%). This study recommends teacher professional development, the provision of culturally-based learning materials, curriculum revision, and increased collaboration with cultural experts and local communities.
Abstrak
Pembelajaran fisika di tingkat SMA sering dipandang kompleks dan abstrak, menyebabkan kesulitan pemahaman dan kurangnya minat siswa. Insersi budaya dalam pembelajaran fisika berpotensi mengatasi tantangan ini dengan meningkatkan relevansi dan aksesibilitas materi. Penelitian ini bertujuan mengeksplorasi pandangan guru fisika SMA di Kota Padang mengenai insersi budaya dalam pembelajaran, meliputi pemahaman, persepsi, pola implementasi, tantangan, dan kebutuhan dukungan. Menggunakan pendekatan metode campuran, data dikumpulkan melalui kuesioner online dari 32 guru dan wawancara mendalam dengan tiga guru. Hasil menunjukkan 84,4% guru telah menerapkan insersi budaya, dengan 90,6% menganggapnya penting atau cukup penting. Manfaat utama yang diidentifikasi adalah peningkatan pemahaman konsep (90,6%) dan pelestarian budaya lokal (78,1%). Kontekstualisasi konsep fisika dengan budaya (78,1%) menjadi pola insersi paling umum. Tantangan utama meliputi keterbatasan waktu (68,8%) dan kurangnya pemahaman budaya lokal (53,1%). Penelitian ini merekomendasikan pengembangan profesional guru, penyediaan materi pembelajaran berbasis budaya, revisi kurikulum, dan peningkatan kolaborasi dengan ahli budaya dan komunitas lokal.
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