.png)
Email this article Investigating the Impact of Ethno-Physics Learning on Students’ Critical Thinking Skills
Abstract
This study examines the impact of Ethno-Physics Learning on enhancing students’ critical thinking skills by integrating indigenous cultural knowledge into the physics curriculum. Traditional physics instruction, which often relies on rote memorization and passive learning, has been found insufficient in developing the analytical and problem-solving abilities necessary for both academic achievement and real-world applications. In contrast, Ethno-Physics Learning contextualizes abstract scientific concepts within culturally relevant frameworks, thereby fostering active inquiry and deeper cognitive engagement. Utilizing a quasi-experimental design with non-equivalent control groups, the research involved Grade 10 students from two classes. The experimental group received instruction on the topic of Work and Energy through Ethno-Physics Learning methods, while the control group experienced conventional lecture-based teaching. Both groups underwent pretesting and posttesting to assess their critical thinking skills across various dimensions, including analysis, inference, evaluation, explanation, and decision-making. Statistical analyses, incorporating tests for normality and homogeneity followed by paired samples t-tests, revealed that although improvements were noted in both groups, the experimental group exhibited significantly greater gains in critical thinking abilities. These findings suggest that integrating local ethnoscience into physics education not only makes scientific theories more accessible and meaningful but also cultivates the higher-order cognitive skills essential for effective problem-solving. The study highlights the transformative potential of Ethno-Physics Learning and recommends its incorporation into science curricula to enhance student engagement and learning outcomes in diverse educational settings.
Keywords
Full Text:
PDFReferences
Aisyah, N., & Khotimah, H. (2023). Implementation of ethnosains in science learning in madrasah ibtidaiyah. Jurnal Pendidikan Dasar Nusantara, 8(2), 321–334. https://doi.org/10.29407/jpdn.v8i2.19135
Bayu, W., Nurhasan, N., Suroto, S., & Solahuddin, S. (2022). Peer observation, self-assessment, and circuit learning: Improving critical thinking and physical fitness in physical education. Jurnal Cakrawala Pendidikan, 41(2), 308–320. https://doi.org/10.21831/cp.v41i2.38654
Bissett-Johnson, K., & Radcliffe, D. (2019). Assessing the authenticity of the student learning experience. Proceedings of the Design Society International Conference on Engineering Design, 1(1), 449–458. https://doi.org/10.1017/dsi.2019.48
Budiarti, I., Suparmi, S., Sarwanto, S., & Harjana, H. (2020). Effectiveness of generation, evaluation, and modification-cooperative learning (GEM-CL) model selaras bakar batu cultural practice in Papua. Jurnal Pendidikan Ipa Indonesia, 9(1), 32–41. https://doi.org/10.15294/jpii.v9i1.22362
Dewi, W., & Safitri, G. (2023). The practicality of the physics module based on the PJBL model with a portfolio assessment to improve students’ critical thinking skills. Journal of Physics Conference Series, 2582(1), 012054. https://doi.org/10.1088/1742-6596/2582/1/012054
Fredholm, A., Henningsohn, L., Savin‐Baden, M., & Silén, C. (2019). The practice of thresholds: Autonomy in clinical education explored through variation theory and the threshold concepts framework. Teaching in Higher Education, 25(3), 305–320. https://doi.org/10.1080/13562517.2019.1567486
Haulia, L., Hartati, S., & Mas’ud, A. (2022). Learning biology through the ethnoscience-PBL model: Efforts to improve students' scientific thinking skills. Scientiae Educatia, 11(2), 119. https://doi.org/10.24235/sc.educatia.v11i2.11229
Hikmah, N., & Jauhariyah, M. (2021). Meta-analysis of students’ critical thinking skills improvement on physics learning. Berkala Ilmiah Pendidikan Fisika, 9(2), 155. https://doi.org/10.20527/bipf.v9i2.10585
Jamaludin, J., Kakaly, S., & Batlolona, J. (2022). Critical thinking skills and concepts mastery on the topic of temperature and heat. Journal of Education and Learning (Edulearn), 16(1), 51–57. https://doi.org/10.11591/edulearn.v16i1.20344
Juwita, E., & Rosidin, U. (2023). The developing of e-module flip PDF professional based on Napai ethnoscience to improve science literacy on biotechnology materials (pp. 151–158). https://doi.org/10.2991/978-2-38476-060-2_15
Kettler, T. (2014). Critical thinking skills among elementary school students. Gifted Child Quarterly, 58(2), 127–136. https://doi.org/10.1177/0016986214522508
Khaeruddin, K., & Bancong, H. (2022). STEM education through PhET simulations: An effort to enhance students’ critical thinking skills. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 11(1), 35–45. https://doi.org/10.24042/jipfalbiruni.v11i1.10998
Nisa, K., Suprapto, N., Shofiyah, N., & Cheng, T. (2024). How does ethnoscience-students’ worksheet (ESW) influence in science learning? Journal of Education and Learning (Edulearn), 18(2), 403–412. https://doi.org/10.11591/edulearn.v18i2.21178
Niu, Y. (2023). Integrated physical education and medicine in general physical education at universities in the age of educational technologies. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04440-9
Nusroh, H., Khalif, M., & Saputri, A. (2022). Developing physics learning media based on augmented reality to improve students’ critical thinking skills. Physics Education Research Journal, 4(1), 23–28. https://doi.org/10.21580/perj.2022.4.1.10912
Prayogi, S., Ahzan, S., & Rokhmat, J. (2023). The validity and effectiveness of the ethnoscience-loaded inquiry learning model to improve students’ critical thinking skills (pp. 1877–1885). https://doi.org/10.2991/978-2-38476-152-4_189
Prayogi, S., Ahzan, S., Indriaturrahmi, I., & Rokhmat, J. (2022). Opportunities to stimulate the critical thinking performance of preservice science teachers through the ethno-inquiry model in an e-learning platform. International Journal of Learning Teaching and Educational Research, 21(9), 134–153. https://doi.org/10.26803/ijlter.21.9.8
Prayogi, S., Ahzan, S., Rokhmat, J., & Verawati, N. (2023). Dynamic blend of ethnoscience and inquiry in a digital learning platform (e-learning) for empowering future science educators' critical thinking. Journal of Education and E-Learning Research, 10(4), 819–828. https://doi.org/10.20448/jeelr.v10i4.5233
Rahayu, R., Sutikno, S., & Indriyanti, D. (2023). Ethnosains based project based learning model with flipped classroom on creative thinking skills. Jurnal Penelitian Pendidikan Ipa, 9(8), 348–355. https://doi.org/10.29303/jppipa.v9i8.3051
Samadun, S., & Dwikoranto, D. (2022). Improvement of student's critical thinking ability in physics materials through the application of problem-based learning. Ijorer International Journal of Recent Educational Research, 3(5), 534–545. https://doi.org/10.46245/ijorer.v3i5.247
Santyasa, I., Agustini, K., & Tegeh, I. (2021). The effect of problem-based flipped learning and academic procrastination on students’ critical thinking in learning physics in high school. https://doi.org/10.2991/assehr.k.210715.094
Suprapto, N., Rizki, I., & Cheng, T. (2024). Profile of students' physics critical thinking skills and prospect analysis of project-oriented problem-based learning model. Journal of Educational and Social Research, 14(3), 134. https://doi.org/10.36941/jesr-2024-0062
Sutrio, S., Busyairi, A., Doyan, A., Kosim, K., & Hikmawati, H. (2023). The effectiveness of the problem-based flipped classroom model with e-modules in improving critical thinking skills of pre-service physics teachers. Jurnal Pendidikan Fisika Dan Teknologi, 9(2), 274–283. https://doi.org/10.29303/jpft.v9i2.5826
Ubaidillah, M., Hartono, H., Marwoto, P., Wiyanto, W., & Subali, B. (2023). How to improve critical thinking in physics learning? A systematic literature review. Journal of Educational Cultural and Psychological Studies (ECPS Journal), (28). https://doi.org/10.7358/ecps-2023-028-ubai
Walid, A., Winarni, E., Yanti, F., Firdaus, M., Suherman, S., & Zulkarnain, Z. (2022). Ethnoscience-based module: Biodiversity materials in Lembak tribe. JTK (Jurnal Tadris Kimiya), 7(2), 300–308. https://doi.org/10.15575/jtk.v7i2.19955
Weidman, B., & Salisbury, H. (2020). Critical thinking in health sciences and how it pertains to sonography education: A review of the literature. Journal of Diagnostic Medical Sonography, 36(3), 244–250. https://doi.org/10.1177/8756479320908216
Worachak, S., Damnoen, P., & Hong, D. (2023). Analysis of critical thinking skills in problem-based learning and inquiry learning models. Edufisika Jurnal Pendidikan Fisika, 8(3), 282–293. https://doi.org/10.59052/edufisika.v8i3.29442
Zulnaidi, H., Mafarja, N., & Fadzil, H. (2022). Using reciprocal teaching strategy to improve physics students’ critical thinking ability. Eurasia Journal of Mathematics Science and Technology Education, 18(1), em2069. https://doi.org/10.29333/ejmste/11506
DOI: https://doi.org/10.33394/j-lkf.v12i2.14824
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Lensa: Jurnal Kependidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.