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All Journal Al-Qanun: Jurnal Pemikiran dan Pembaharuan Hukum Islam JURNAL PENDIDIKAN FISIKA Al-Daulah : Jurnal Hukum dan Perundangan Islam JISIP: Jurnal Ilmu Sosial dan Pendidikan Maspul Journal of Community Empowerment Economics and Digital Business Review Management of Zakat and Waqf Journal (MAZAWA)) Journal Industrial Engineering and Management (JUST-ME) Al-Irsyad Journal of Physics Education Seminar Nasional Hasil Penelitian LP2M UNM Causa: Jurnal Hukum dan Kewarganegaraan Journal of Social Work and Science Education Jurnal Pendidikan IPA Indonesia Jurnal Hasil Inovasi Masyarakat (JHIM) Jurnal Edukasi Terkini
Mahir Mahir, Mahir
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Religion Arts Humanities Chemistry Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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The Process-Outcome Disparity in Culturally Responsive Physics Instruction: A Qualitative Case Study from Indonesia Husnah, Nurul; Martawijaya, M. A.; Mahir, Mahir
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1370

Abstract

This study examines the implementation and contextual relevance of the CRT approach in Indonesian senior high school Physics education. Employing a qualitative case study design, data were gathered through classroom observations and systematic document analyses (RPP and student outputs) from a single subject at State Senior High School 10 Makassar. The key results demonstrate that while the teacher achieved high pedagogical fidelity successfully fostering inclusive interactions (Score 5.0) and stimulating critical thinking (Score 4.0) by contextualizing abstract concepts the implementation was structurally incomplete. This resulted in an extreme cultural competence gap, characterized by high teacher effort (Score 4.5) contrasting dramatically with minimal cultural manifestation in student outputs (Score 1.0). This disparity is primarily attributed to a structural weakness in formal assessment design that fails to explicitly demand culturally reflective outcomes, coupled with significant external systemic barriers (50% minimal community participation). The research’s novelty lies in its triangulated, quantitative-qualitative documentation analysis used to precisely measure this 4.5 vs. 1.0 disparity, shifting the scholarly focus from individual capacity to systemic issues. The findings offer crucial practical implications for urgent assessment reform to mandate culturally reflective learning outcomes and emphasize the contribution of strengthening holistic institutional commitment and community partnership to bridge the process-to-outcome gap.
Co-Authors Abdul Haris Aminuddin AP, Rezki Amelia Basri Bado, Basri Eko Hadi Sujiono Firdaus, Arikatul Halim, Anis Diyana Husnah, Nurul Ibn Ziyad, Muhammad Thoriq Istiqomah, Nanda Firdaus Puji Jayawarsa, A.A. Ketut M. A. Martawijaya Martawijaya, M.A. Muh. Saleh, Muh. Mutahharah Hasyim, Mutahharah Pariabti Palloan Rohman, Oo Abdul Romansyah Sahabuddin saoki saoki, saoki Sholihuddin, Sholihuddin Siew Wei, Tho Soleh, Yasin Mohamad Sri Warjiyati Suradi Suradi Taqwin, Muhammad Usman Usman Vicran Zharvan