An Ethnophysics Approach within the Contextual Teaching and Learning (CTL) Model to Improve Physics Learning Outcomes: A Case Study of the Traditional Lais Performance Art of West Java

Dini Andriani; Irma Fitria Amalia

doi:10.21009/1.12115

Authors

Dini Andriani Institut Pendidikan Indonesia
Irma Fitria Amalia Department of Physics Education, Indonesian Institute of Education (IPI), Indonesia

DOI:

https://doi.org/10.21009/1.12115

Keywords:

Ethnophysics, Contextual Teaching and Learning (CTL), physics learning outcomes, Traditional Lais Performance, West Java

Abstract

Physics is a fundamental science that plays an essential role in understanding various natural phenomena and serves as the foundation for many other disciplines, thereby occupying a critical position in the development of knowledge. However, many first-year students in Physics Education programs continue to experience difficulties in learning fundamental physics, partly because their learning approaches are insufficiently contextual, leading to less meaningful conceptual understanding. The Contextual Teaching and Learning (CTL) model offers learning experiences based on real-world phenomena encountered in daily life. Local wisdom can be utilized as a contextual learning resource, including the traditional Lais performance art of West Java, which contains rich physics concepts. This study aims to integrate physics concepts with cultural elements through an ethnophysics approach within the CTL model to improve students’ learning outcomes. The research employed a quantitative method using a quasi-experimental one-group pretest–posttest design. The N-Gain analysis yielded a score of 0.64, categorized as moderate, while the t-test produced a p-value < 0.05, indicating a significant difference between the pretest and post-test scores. These findings demonstrate that the CTL-based ethnophysics learning approach has a positive and effective impact on improving students’ physics learning outcomes.

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