Strategies of Physics Learning Based on Traditional Games in Senior High Schools during the Covid-19 Pandemic

Authors

  • Himawan Putranta Department of Educational Sciences, Concentration of Physics Education, Graduate School, Yogyakarta State University http://orcid.org/0000-0003-2646-8237
  • Heru Kuswanto Yogyakarta State University
  • Mami Hajaroh Yogyakarta State University
  • Siti Irene Astuti Dwiningrum Yogyakarta State University
  • Rukiyati Yogyakarta State University

DOI:

https://doi.org/10.31349/RevMexFisE.19.010207

Abstract

Physics learning during the Covid-19 pandemic must still be done so that students can still get physics intake. This phenomenological research aims to explore physics teacher strategies in conducting traditional game-based learning in senior high schools during the Covid-19 pandemic. The research data was collected through in-depth interviews with 10 physics teachers from five senior high schools in Yogyakarta. The ten participants were taken using the purposive sampling technique. The data analysis used analytic reduction which started with identifying important statements from the interview results, determining the core theme, and interpreting the physics learning strategy essence. The research results found that traditional game-based physics learning was carried out using contextual, inquiry, project, and problem-based learning models. The physics material is integrated into traditional games which include tulup, benthik, bekelan, sulamanda, egrang, sekongan, jeblugan, and gobak sodor. Physics learning evaluation is carried out by assessing assignments, performance, presentations, tests, and the results of making students' traditional games. Traditional game-based physics learning is done through distance learning applications such as Zoom, Google Meet, Google Classroom, Google Mail, and WhatsApp. Supporting factors for learning physics based on traditional games include efficient learning, learning can be done anywhere, and students can explore their abilities widely. Inhibiting factors for learning physics based on traditional games include unstable internet networks, students’ different abilities, and never done distance learning. The physics teacher’s competence, the student’s abilities, and the facilities availability are the main factors in determining the learning physics success based on traditional games during the Covid-19 pandemic.

References

R. Laurie, Y. Nonoyama-Tarumi, R. Mckeown, and C. Hopkins, Contributions of education for sustainable development (ESD)

to quality education: A synthesis of research, J. Edu. Sust. Develop. 10 (2016) 226, https://doi.org/10.1177/0973408216661442.

M. T. Hebebci, Y. Bertiz, and S. Alan, Investigation of views of students and teachers on distance education practices during

the Coronavirus (COVID-19) Pandemic, Int. J. Tech. Edu. Sci. 4 (2020) 267, https://doi.org/10.46328/ijtes.v4i4.113.

J. Scull, M. Phillips, U. Sharma, and K. Garnier, Innovations in teacher education at the time of COVID19: An Australian perspective, J. Edu. Teach. 46 (2020) 497, https://doi.org/10.1080/02607476.2020.1802701.

M. D. Rahiem, The emergency remote learning experience of university students in Indonesia amidst the COVID-19 crisis, Int. J. Learn. Teach. Edu. Res. 19 (2020) 1, https://doi.org/10.26803/ijlter.19.6.1.

P. C. Abrami, R. M. Bernard, E. M. Bures, E. Borokhovski, and R. M. Tamim, Interaction in distance education and online learning: Using evidence and theory to improve practice, J. Comp. Higher Edu. 23 (2011) 82, https://doi.org/10.1007/s12528-011-9043-x.

Z. Qiang, A. G. Obando, Y. Chen, and C. Ye, Revisiting distance learning resources for undergraduate research and lab activities during the COVID-19 pandemic, J. Chem. Edu. 97 (2020) 3446, https://doi.org/10.1021/acs.jchemed.0c00609.

R. M. Simamora, The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts

education students, Stud. Learn. Teach. 1 (2020) 86, https://doi.org/10.46627/silet.v1i2.38.

R. R. Aliyyah, R. Rachmadtullah, A. Samsudin, E. Syaodih, M. Nurtanto, and A. R. S. Tambunan, The perceptions of primary

school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia, J. Ethn. Cult. Stud. 7 (2020) 90, https://doi.org/10.29333/ejecs/388.

Y. M. Huang, P. S. Chiu, T. C. Liu, and T. S. Chen, The design and implementation of a meaningful learningbased evaluation method for ubiquitous learning, Comput. Educ. 57 (2011) 2291, https://doi.org/10.1016/j.compedu.2011.05.023.

J. D. Karpicke and P. J. Grimaldi, Retrieval-based learning: A perspective for enhancing meaningful learning, Educ. Psychol. Rev. 24 (2012) 401, https://doi.org/10.1007/s10648-012-9202-2.

C. L. Chiang and H. Lee, The effect of project-based learning on learning motivation and problem-solving ability of vocational high school students, Int. J. Info. Edu. Tech. 6 (2016) 709, https://doi.org/10.7763/IJIET.2016.V6.779.

W. Wahyudi, B. Waluya, H. Suyitno, and I. Isnarto, The use of the 3CM (Cool-Critical-Creative-Meaningful) model in blended learning to improve creative thinking ability in solving a mathematics problem, J. Edu. Sci. Tech. 5 (2019) 26, https://doi.org/10.26858/est.v5i1.7852.

E. Harianto et al., The compatibility of outdoor study application of environmental subject using psychological theories of intelligence and meaningful learning in senior high school, Geosf. Indones. 4 (2019) 201, https://doi.org/10.19184/geosi.v4i2.9903.

S. C. Y. Hartatiti, A. Priambodo, B. Djawa, and B. B. Prakoso, Building cooperation interpersonal skills in physical education

lessons through the traditional game, in Proceedings of the International on Publich Health and Education, Semarang, 2018 (Atlantis Press, Semarang, 2018), https://doi.org/10.2991/isphe-18.2018.57.

J. Schell, The art of game design: A book of lenses, 2nd ed. (CRC Press, Boca Raton, 2015).

J. Junaedah, S. B. Thalib, and M. A. Ahmad, The outdoor learning modules are based on traditional games in improving the prosocial behavior of early childhood, Int. Edu. Stud. 13 (2020) 73, https://doi.org/10.5539/ies.v13n10p88.

A. Putra and V. R. Hasanah, Traditional game to develop character values in a nonformal educational institution, Int. J. Adv. Edu. 4 (2018) 86, https://doi.org/10.18768/ijaedu.415411.

E. Nur’aeni, M. R. W Muharram, and S. Sriwianti, Didactical design of mathematics teaching based on gobak sodor traditional games in primary school, J. Phy.: Conf. Ser. 1318 (2019) 012015, https://doi.org/10.1088/1742-6596/1318/1/012015.

A. Echeverr´ıa, E. Barrios, M. Nussbaum, M. Amestica, and S. Leclerc, The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics, Comput. Educ. 59 (2012) 806, https://doi.org/10.1016/j.compedu.2012.03.025.

N. R. Dewi, F. Rizkiana, S. Nurkhalisa, and I. Dwijayanti, The effectiveness of Multicultural Education through traditional games-based inquiry toward improving the ability of critical thinking, J. Phy.: Conf. Ser. 1521 (2020) 042125. https://doi.org/10.1088/1742-6596/1521/4/042125.

Y. Allsop and J. Jessel, Teachers’ experience and reflections on game-based learning in the primary classroom: Views from

England and Italy, Int. J. Game Learn. 5 (2015) 1, https://doi.org/10.4018/ijgbl.2015010101.

S. Moser, J. Zumbach, and I. Deibl, The effect of metacognitive training and prompting on learning success in simulationbased physics learning, Sci. Edu. 101 (2017) 944, https://doi.org/10.1002/sce.21295.

M. Rodrigues and P. Simeao Carvalho, Teaching physics with Angry Birds: exploring the kinematics and dynamics of the game, Phys. Educ. 48 (2013) 431, https://doi.org/10.1088/0031-9120/48/4/431.

E. Istiyono, W. S. B. Dwandaru, R. Setiawan, and I. Megawati, Developing computerized adaptive testing to measure physics

higher-order thinking skills of senior high school students and its feasibility of use, Eur. J. Edu. Res. 9 (2020) 91, https://doi.org/10.12973/eu-jer.9.1.91.

S. Y. Erinosho, How do students perceive the difficulty of physics in secondary school? An exploratory study in Nigeria, Int. J. Cross-Discip. Subj. Educ. 3 (2013) 1510, https://doi.org/10.20533/ijcdse.2042.6364.2013.0212.

I. Abrahams, M. Homer, R. Sharpe, and M. Zhou, A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students, Res. Sci. Tech. Edu. 33 (2015) 111, https://doi.org/10.1080/02635143.2014.987744.

A. A. Putry, W. Warsono, S. Supahar, and J. Jumadi, Students and teachers’ necessity toward multimedia learning modules (MLMs) based on Benthik local wisdom to provide students’ physics initial knowledge, J. Phy. Conf. Ser. 1097 (2018) 012014, https://doi.org/10.1088/1742-6596/1097/1/012014.

A. Setiawan, A. S. Nugraha, H. Haryanto, and I. Gamayanto, Benthix VR: A virtual reality simulation application to preserve

traditional Benthik game, Com Tech 8 (2017) 183, https://doi.org/10.21512/comtech.v8i4.4036.

H. Soule and T. Warrick, Defining 21st-century readiness for all students: What we know and how to get there, Psy. Aest.

Creat. Arts. 9 (2015) 178, https://doi.org/10.1037/aca0000017.

S. Klar and T. J. Leeper, Identities and intersectionality: A case for purposive sampling in survey-experimental research, in Experimental Methods in Survey Research: Techniques that Combine Random Sampling with Random Assignment, edited by P. Lavrakas, T. Traugott, C. Kennedy, A. Holbrook, E. de Leeuw, and B. West (John Wiley and Sons, New York, 2020), Chap. 21, https://doi.org/10.1002/9781119083771.ch21.

M. D. Vagle, Crafting phenomenological research, (Routledge, London, 2018).

M. B. Miles and A. M. Huberman, Qualitative data analysis: An expanded sourcebook, (SAGE Publications, California, 1994).

J. W. Creswell and J. D. Creswell, Research design: Qualitative, quantitative, and mixed Methods Approach, Sage. (SAGE Publications, California, 2017).

K. T. Dreifuerst, Getting started with a debriefing for meaningful learning, Clin. Simul. Nurs. 11 (2015) 268, https://doi.org/10.1016/j.ecns.2015.01.005.

V. Nivalainen, M. A. Asikainen, and P. E. Hirvonen, Open guided inquiry laboratory in physics teacher education, J. Sci. Teach. Educ. 24 (2013) 449, https://doi.org/10.1007/s10972-012-9316-x.

D. Dervic, D. S. Glamo ´ ˇcic, A. Gazibegovi ´ c-Busulad ´ ˇzic, and V. Meˇsic, Teaching physics with simulations: teacher-centered

versus student-centered approaches, J. Baltic Sci. Edu. 17 (2018) 288, https://doi.org/10.33225/jbse/18.17.288.

E. W. Close, J. Conn, and H. G. Close, Becoming physics people: Development of integrated physics identity through the learning assistant experience, Phys. Rev. Phys. Educ. Res. 12 (2016) 010109, https://doi.org/10.1103/PhysRevPhysEducRes.12.010109.

Y. Jang, Convenience matters: A qualitative study on the impact of the use of social media and collaboration technologies on learning experience and performance in higher education, Educ. Inf. 31 (2015) 73, https://doi.org/10.3233/EFI-150948.

W. Wartono, M. N. Hudha and J. R. Batlolona, How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theoretical overview?, Eur. J. Math. Sci. Tech. Edu. 14 (2017) 691, https://doi.org/10.12973/ejmste/80632.

M. K. Khalil and I. A. Elkhider, Applying learning theories and instructional design models for effective instruction, Adv. Physiol. Educ. 40 (2016) 147, https://doi.org/10.1152/advan.00138.2015.

C.-J. Lee and C. Kim, An implementation study of a TPACKbased instructional design model in a technology integration course, Educ. Technol. Res. Dev. 62 (2014) 437, https://doi.org/10.1007/s11423-014-9335-8.

M. Churiyah, S. Sholikhan, F. Filianti, and D. A. Sakdiyyah, Indonesia education readiness conducting distance learning in Covid-19 pandemic situation, Int. J. Multicult. Multirelig. Underst. 7 (2020) 491, https://doi.org/10.18415/ijmmu.v7i6.1833.

A. Septian and S. Prabawanto, Mathematical representation ability through GeoGebra-assisted project-based learning models, J. Phys. Conf. Ser. 1657 (2020) 012019. https://doi.org/10.1088/1742-6596/1657/1/012019.

A. Suarez, M. Specht, F. Prinsen, M. Kalz, and S. Ternier, A review of the types of mobile activities in mobile inquirybased learning, Comput. Educ. 118 (2018) 38, https://doi.org/10.1016/j.compedu.2017.11.004.

E. Ceker and F. Ozdamli, Features and characteristics of problem-based learning, Cypriot J. Educ. Sci. 11 (2016) 195, https://doi.org/10.18844/cjes.v11i4.1296.

L. Bigozzi, C. Tarchi, P. Falsini, and C. Fiorentini, ’Slow Science’: Building scientific concepts in physics in high school, Int. J. Sci. Educ. 36 (2014) 2221, https://doi.org/10.1080/09500693.2014.919425.

H. Putranta and S. Supahar, Development of physics-tier tests (PysTT) to measure students’ conceptual understanding and creative thinking skills: A qualitative synthesis, J. Edu. Gift. Young Sci. 7 (2019) 747-775. https://doi.org/10.17478/jegys.587203.

Y. Pantiwati and H. Husamah, Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities, Int. J. Instr. 10 (2017) 45, https://doi.org/10.12973/iji.2017.10411a.

E. Suryawati and K. Osman, Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance, Eurasia J. Math. Sci. Technol. Educ. 14 (2017) 61, https://doi.org/10.12973/ejmste/79329.

Y. Yuberti et al., Approaching problem-solving skills of momentum and impulse phenomena using context and problembased learning, Eur. J. Educ. Res. 8 (2019) 1217, https://doi.org/10.12973/eu-jer.8.4.1217.

M. Safdar, A. Hussain, I. Shah, and Q. Rifat, Concept maps: An instructional tool to facilitate meaningful learning, Eur. J. Edu. Res. 1 (2012) 55, https://doi.org/10.12973/eu-jer.1.1.55.

B. A. Olken, J. Onishi, and S. Wong, Should aid reward performance? Evidence from a field experiment on health and education in Indonesia, American Econ. J.: Appl. Econ. 6 (2014) 1, https://doi.org/10.1257/app.6.4.1.

Downloads

Published

2022-01-01