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All Journal Physikos: Journal of Physics and Physics Education Jurnal Penelitian Pendidikan Fisika
Anatasija Limba
Universitas Pattimura, Indonesia
Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Physics

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Pendekatan CRT: Analisis Motivasi Siswa dalam Pembelajaran Fisika pada Materi Momentum dan Impuls Anastasya Ohoiwutun; Anatasija Limba; Elsina Sarah Tamaela
Jurnal Penelitian Pendidikan Fisika Vol. 10 No. 2 (2025): Edisi April 2025
Publisher : Jurusan Pendidikan Fisika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jipfi.v10i2.167

Abstract

Penelitian ini bertujuan untuk menganalisis motivasi siswa dalam proses pembelajaran fisika yang berkaitan dengan materi momentum dan impuls menggunakan pendekatan CRT. Metodologi yang diterapkan adalah penelitian deskriptif kuantitatif. Sampel yang terlibat dalam studi ini terdiri dari 17 siswa dari kelas XI IPA 2 SMA Negeri 62 Maluku Tengah. Pengumpulan data dilakukan melalui instrumen non-tes (angket motivasi belajar) sebelum dan sesudah kegiatan pembelajaran, yang kemudian dianalisis secara deskriptif. Hasil penelitian mengindikasikan bahwa motivasi awal siswa berada pada kategori tinggi, tercermin dari nilai rata-rata setiap indikator motivasi yang berkisar antara 62 sampai 72. Setelah penerapan, motivasi akhir yang diperoleh menunjukkan kategori sangat tinggi, terlihat dari rata-rata nilai setiap indikator motivasi yang berada dalam rentang 81 sampai 88. Selain itu, hasil menunjukkan bahwa dimensi ekstrinsik setelah penerapan pendekatan CRT meraih hasil tertinggi. Dengan demikian, dapat disimpulkan bahwa penerapan pendekatan CRT pada materi momentum dan impuls secara keseluruhan dapat mendorong motivasi siswa dalam proses pembelajaran.
Pendekatan CRT: Analisis Keterampilan Abad 21 dalam Pembelajaran IPA dan Fisika Terintegrasi Kearifan Lokal Maluku Anatasija Limba; Felisia Anggryany Aswaly; Cinta Amergebi Souisa; Yuliaty Aprilia; Lisa Sutami Suharlan; Mathia Frangky Boinsera
Physikos: Journal of Physics and Physics Education Vol 5 No 1 (2026): Physikos: Journal of Physics and Physics Education
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/physikos.5.1.26078

Abstract

Culturally Responsive Teaching (CRT) is a learning approach adopted by the Indonesian government to improve the quality of education in the face of global challenges, so that students can apply their knowledge in daily life while developing 21st-century skills. This approach is particularly relevant in Maluku, which possesses a wealth of local culture that serves as a learning resource. This study aims to analyze 21st-century skills and teachers’ understanding of these skills in CRT-based Physics science lesson planning that is integrated with the local wisdom of Maluku. The study employed a content analysis design on 18 Physics science instructional documents (lesson plans/teaching modules) to identify the integration of 21st-century skills, which encompass the four Cs—Communication, Creativity, Critical Thinking, and Collaboration—based on 18 indicators using a 1–4 rating scale. In addition, interviews were conducted with two pre-service teachers and five teachers who received the highest scores for integrating 21st-century skills into their instructional planning documents. The research results show that all 21st-century skills analyzed are still in the “has not yet achieved competency” category with an average score of 1.01, consisting of Creativity (1.00), Critical Thinking (0.83), Communication (0.78), and Collaboration (1.44). Most teachers and prospective teachers share a relatively similar understanding of the importance of 21st-century skills and the need to integrate these skills into instruction. The main challenge they face is linking local wisdom to concepts in physics so that students can easily understand them, as well as teachers’ still limited understanding of the types of local wisdom that can be integrated into the learning process.
Co-Authors Anastasya Ohoiwutun Cinta Amergebi Souisa Elsina Sarah Tamaela Felisia Anggryany Aswaly Lisa Sutami Suharlan Mathia Frangky Boinsera Yuliaty Aprilia