PENDIDIKAN DAN PELATIHAN PEMBELAJARAN FISIKA YANG MENGINTEGRASIKAN BUDAYA NUSA TENGGARA TIMUR UNTUK MENINGKATKAN PEDAGOGICAL CONTENT KNOWLEDGE GURU FISIKA

• Main Author: Imelda Paulina Soko, - (Author)
• Format: Book
• Published: 2018-09-17.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/48096/1/D_IPA_1303054_Title.pdf; http://repository.upi.edu/48096/2/D_IPA_1303054_Abstract.pdf; http://repository.upi.edu/48096/3/D_IPA_1303054_Table_of_content.pdf; http://repository.upi.edu/48096/4/D_IPA_1303054_Chapter1.pdf; http://repository.upi.edu/48096/5/D_IPA_1303054_Chapter2.pdf; http://repository.upi.edu/48096/6/D_IPA_1303054_Chapter3.pdf; http://repository.upi.edu/48096/7/D_IPA_1303054_Chapter4.pdf; http://repository.upi.edu/48096/8/D_IPA_1303054_Chapter5.pdf; http://repository.upi.edu/48096/9/D_IPA_1303054_Bibliography.pdf
• Keywords: L Education (General); Q Science (General)

Integrasi budaya dalam kegiatan pembelajaran sangat dibutuhkan dalam rangka menyelaraskan Sains formal/ilmiah yang diajarkan di sekolah dengan pengetahuan tradisional yang dikembangkan dari perspektif budaya. Upaya guru dalam melakukan integrasi budaya dan pengetahuan ilmiah menjadi pengetahuan yang sesuai dengan karakteristik siswa, selain dapat meningkatkan hasil belajar siswa, juga dapat meningkatkan PCK guru. Tujuan penelitian ini adalah menguji pemanfaatan diklat pembelajaran fisika yang mengintegrasikan budaya yang dapat meningkatkan PCK guru pada MGMP fisika di salah satu kabupaten di NTT. Penelitian ini merupakan penelitian embedded experimental design, yang melibatkan 20 orang guru fisika. Diklat memiliki empat karakteristik utama, yaitu merupakan adaptasi model partisipatif, struktur dan isi program yang dikembangkan berdasarkan perspektif, kebiasaan, keyakinan dan nilai-nilai budaya lokal NTT, menerapkan prinsip-prinsip pembelajaran orang dewasa, serta membekali guru pengetahuan dan kemampuan untuk mengembangkan pembelajaran fisika yang mengintegrasikan budaya lokal NTT. Diklat pembelajaran fisika yang mengintegrasikan budaya memiliki efektivitas kategori rendah untuk meningkatkan pengetahuan konten dan pedagogi guru. PCK guru meningkat dari level pre menjadi growing PCK, artinya setelah mengikuti kegiatan diklat, guru sudah memiliki pengetahuan-pengetahuan yang disyaratkan dalam PCK dengan tepat dan selaras dengan tuntutan Kurikulum 2013; kemampuan guru dalam mengembangkan RPP fisika yang mengintegrasikan budaya kurang baik; kemampuan guru dalam melaksanakan kegiatan peer teaching fisika yang mengintegrasikan budaya berada pada kategori baik. Selama kegiatan diklat ditemukan beberapa hal antara lain beberapa guru belum memilih dan memanfaatkan sumber belajar/media pembelajaran yang mengintegrasikan budaya dan belum mampu menyajikan pengantar pembelajaran dengan menggunakan aspek budaya untuk menyiapkan dan menimbulkan perhatian siswa. The integration of cultur e in learning activity is needed in order to synchronize the formal Science or scientific knowledge taught in school with local knowledge developed from cultural perspectives. Beside increasing the students' achievement, the teachers' attempts to integrate the culture into scientific knowledge could also upgrade the teachers' PCK. This research aimed to examine the implementation of physics learning with the cultural integration of teachers education and training that could enhance the teachers' PCK at the physics teachers learning community (MGMP) in one of the regencies in the province of East Nusa Tenggara. This is an embedded experimental design which involved 20 physics teachers. The physics learning with the cultural integration of teachers education and training has four major characteristics; it is an adaptation of participatory model, the structure and content of the program developed by deliberating perspectives, customs, beliefs and values of NTT local culture, the principles of adult learning are applied, the model provides teachers/participants the ability to develop a culture-based physics learning activities of NTT local culture. The physics learning with the cultural integration of teachers education and training was effective in increasing the teachers' PCK and teachers' learning activity. The teachers' PCK were escalated from pre to growing PCK level, which means that after attending the education and training, the teachers gained the knowledge needed in PCK which was also consistent with the demand of 2013 Curriculum; the ability to make the physics lesson plan with cultural approach was poor; the teachers' ability to employ the peer teaching with cultural approach was in a good category. Upon the education and training process, some additional factors also were found in which some teachers still have not chosen and taken advantage from the learning media/source of learning which integrated with culture. They also have not yet delivered the introduction part of learning process using the cultural aspects as the effort to prepare and to catch the students' attention.