Positive Impact of the Local Wisdom Module on the Canang Kayu Musical Instrument: Building the Character of Love for the Homeland
Abstract
Purpose of the study: The aim of this research is to determine the effect of using local wisdom-based modules on students' character of love for their homeland.
Methodology: This research adopts a quantitative methodological approach with a quasi-experimental type. This research uses junior high school students who study vibrations, waves and sound as research samples. This study applied two main data collection techniques, namely a love of the country character questionnaire and a response questionnaire. student. Meanwhile, the data analysis technique used in this research is by conducting assumption tests and simple linear regression tests.
Main Findings: Based on the results of the data analysis carried out, it was found that there was an influence of the use of local wisdom modules on the character of love for the country, namely an RSquare value of 0.616, which means that 61.6% of the local wisdom modules had an effect on the character of love for the country. There is an influence of the local wisdom module on the character of patriotism, this can be seen from the significance value < 0.05. The significance value obtained is 0.009.
Novelty/Originality of this study: The novelty of this research lies in a holistic approach that combines elements of music, culture and the environment in order to build students' character of love for their homeland through a physics learning module based on local wisdom of the Canang Kayu musical instrument. The findings of this research are a physics teaching strategy that is oriented towards ethnophysics.
References
J. Singh and K. Steele, “Combining the Best of Online and Face-to-Face Learning : Hybrid and Blended Learning Approach for COVID-19 , Post Vaccine , & Post- Pandemic World,” J. Educ. Technol. Syst., vol. 50, no. 2, pp. 140–171, 2021, doi: 10.1177/00472395211047865.
N. M. Ardoin, A. W. Bowers, and E. Gaillard, “Environmental education outcomes for conservation : A systematic review,” Biol. Conserv., vol. 241, no. July 2019, p. 108224, 2020, doi: 10.1016/j.biocon.2019.108224.
A. Haleem, M. Javaid, M. Asim, and R. Suman, “Understanding the role of digital technologies in education : A review,” Sustain. Oper. Comput., vol. 3, no. February, pp. 275–285, 2022, doi: 10.1016/j.susoc.2022.05.004.
Y. Ren, L. Michael, F. Stonier, Z. Wu, and L. Yu, “Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools,” Futur. Educ Res, vol. 1, no. August, pp. 72–101, 2023, doi: 10.1002/fer3.10.
J. Gardner and M. O. Leary, “Artificial intelligence in educational assessment : ‘ Breakthrough ? Or buncombe and ballyhoo ? ,’” J Comput Assist Learn, vol. 37, pp. 1207–1216, 2021, doi: 10.1111/jcal.12577.
F. Ouyang, M. Wu, L. Zheng, L. Zhang, and P. Jiao, “Integration of artificial intelligence performance prediction and learning analytics to improve student learning in online engineering course,” Int. J. Educ. Technol. High. Educ., vol. 20, no. 1, pp. 1–23, 2023, doi: 10.1186/s41239-022-00372-4.
O. Farrell and J. Brunton, “A balancing act: a window into online student engagement experiences,” Int. J. Educ. Technol. High. Educ., vol. 17, no. 1, 2020, doi: 10.1186/s41239-020-00199-x.
U. Bergmark, “Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development,” Prof. Dev. Educ., vol. 49, no. 2, pp. 210–224, 2023, doi: 10.1080/19415257.2020.1827011.
C. B. Mpungose and S. B. Khoza, “Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System,” Technol. Knowl. Learn., vol. 27, no. 1, pp. 1–16, 2022, doi: 10.1007/s10758-020-09475-1.
M. I. Simeon, M. A. Samsudin, and N. Yakob, “Effect of design thinking approach on students’ achievement in some selected physics concepts in the context of STEM learning,” Int. J. Technol. Des. Educ., vol. 32, no. 1, pp. 185–212, 2022, doi: 10.1007/s10798-020-09601-1.
P. D. A. Putra, N. F. Sulaeman, Supeno, and S. Wahyuni, “Exploring Students’ Critical Thinking Skills Using the Engineering Design Process in a Physics Classroom,” Asia-Pacific Educ. Res., vol. 32, no. 1, pp. 141–149, 2023, doi: 10.1007/s40299-021-00640-3.
C. F. J. Pols, P. J. J. M. Dekkers, and M. J. de Vries, “What do they know? Investigating students’ ability to analyse experimental data in secondary physics education,” Int. J. Sci. Educ., vol. 43, no. 2, pp. 274–297, 2021, doi: 10.1080/09500693.2020.1865588.
A. M. Al-Ansi, “Reinforcement of student-centered learning through social e-learning and e-assessment,” SN Soc. Sci., vol. 2, no. 9, pp. 1–19, 2022, doi: 10.1007/s43545-022-00502-9.
A. A. Koehler and S. Meech, “Ungrading Learner Participation in a Student-Centered Learning Experience,” TechTrends, vol. 66, no. 1, pp. 78–89, 2022, doi: 10.1007/s11528-021-00682-w.
R. Capone, “Blended Learning and Student-centered Active Learning Environment: a Case Study with STEM Undergraduate Students,” Can. J. Sci. Math. Technol. Educ., vol. 22, no. 1, pp. 210–236, 2022, doi: 10.1007/s42330-022-00195-5.
R. Prenger, C. L. Poortman, and A. Handelzalts, Professional learning networks: From teacher learning to school improvement?, vol. 22, no. 1. Springer Netherlands, 2021. doi: 10.1007/s10833-020-09383-2.
A. Veldkamp, L. Van De Grint, M. P. J. Knippels, and W. R. Van Joolingen, “Escape education : A systematic review on escape rooms in education,” Educ. Res. Rev., vol. 31, no. September, p. 100364, 2020, doi: 10.1016/j.edurev.2020.100364.
A. Van Den Beemt et al., “Interdisciplinary engineering education : A review of vision , teaching , and support,” J. ofEngineering Educ., vol. 109, no. December 2019, pp. 508–555, 2020, doi: 10.1002/jee.20347.
H. Jarodzka, I. Skuballa, and H. Gruber, “Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom,” Educ. Psychol. Rev., vol. 33, no. 1, pp. 1–10, 2021, doi: 10.1007/s10648-020-09565-7.
Å. Hirsh and M. Segolsson, “‘Had there been a Monica in each subject, I would have liked going to school every day’: a study of students’ perceptions of what characterizes excellent teachers and their teaching actions,” Educ. Inq., vol. 12, no. 1, pp. 35–53, 2021, doi: 10.1080/20004508.2020.1740423.
N. Bergdahl and M. Bond, “Negotiating (dis-)engagement in K-12 blended learning,” Educ. Inf. Technol., vol. 27, no. 2, pp. 2635–2660, 2022, doi: 10.1007/s10639-021-10714-w.
N. A. Bizami, Z. Tasir, and S. N. Kew, Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review, vol. 28, no. 2. Springer US, 2023. doi: 10.1007/s10639-022-11243-w.
L. Li and A. Ruppar, “Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review,” Teach. Educ. Spec. Educ., vol. 44, no. 1, pp. 42–59, 2021, doi: 10.1177/0888406420926976.
M. Lindfors, F. Pettersson, and A. D. Olofsson, “Conditions for professional digital competence: the teacher educators’ view,” Educ. Inq., vol. 12, no. 4, pp. 390–409, 2021, doi: 10.1080/20004508.2021.1890936.
P. Warfvinge, J. Löfgreen, K. Andersson, T. Roxå, and C. Åkerman, “The rapid transition from campus to online teaching–how are students’ perception of learning experiences affected?,” Eur. J. Eng. Educ., vol. 47, no. 2, pp. 211–229, 2022, doi: 10.1080/03043797.2021.1942794.
T. Day, I. C. C. Chang, C. K. L. Chung, W. E. Doolittle, J. Housel, and P. N. McDaniel, “The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning,” Prof. Geogr., vol. 73, no. 1, pp. 1–13, 2021, doi: 10.1080/00330124.2020.1823864.
C. E. Wolff, H. Jarodzka, and H. P. A. Boshuizen, “Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events,” Educ. Psychol. Rev., vol. 33, no. 1, pp. 131–148, 2021, doi: 10.1007/s10648-020-09542-0.
M. Kruk and J. Zawodniak, “A Comparative Study of the Experience of Boredom in the L2 and L3 Classroom,” English Teach. Learn., vol. 44, no. 4, pp. 417–437, 2020, doi: 10.1007/s42321-020-00056-0.
Y. Wang, “Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic,” Curr. Psychol., 2023, doi: 10.1007/s12144-022-04223-3.
E. Jääskä and K. Aaltonen, “Teachers’ experiences of using game-based learning methods in project management higher education,” Proj. Leadersh. Soc., vol. 3, no. November 2021, p. 100041, 2022, doi: 10.1016/j.plas.2022.100041.
F. Tuma, “The use of educational technology for interactive teaching in lectures,” Ann. Med. Surg., vol. 62, no. December 2020, pp. 231–235, 2021, doi: 10.1016/j.amsu.2021.01.051.
D. C. Barton, “Impacts of the COVID-19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors,” Ecol. Evol., vol. 10, no. 22, pp. 12499–12507, 2020, doi: 10.1002/ece3.6628.
M. D. H. Rahiem, “Storytelling in early childhood education: Time to go digital,” Int. J. Child Care Educ. Policy, vol. 15, no. 1, 2021, doi: 10.1186/s40723-021-00081-x.
S. K. Kutor, A. Raileanu, and D. Simandan, “Thinking geographically about how people become wiser: An analysis of the spatial dislocations and intercultural encounters of international migrants,” Soc. Sci. Humanit. Open, vol. 6, no. 1, p. 100288, 2022, doi: 10.1016/j.ssaho.2022.100288.
N. J. Turner, A. Cuerrier, and L. Joseph, “Well grounded: Indigenous Peoples’ knowledge, ethnobiology and sustainability,” People Nat., vol. 4, no. 3, pp. 627–651, 2022, doi: 10.1002/pan3.10321.
L. Avraamidou, “Identities in/out of physics and the politics of recognition,” J. Res. Sci. Teach., vol. 59, no. 1, pp. 58–94, 2022, doi: 10.1002/tea.21721.
J. Luna-Nemecio, S. Tobón, and L. G. Juárez-Hernández, “Sustainability-based on socioformation and complex thought or sustainable social development,” Resour. Environ. Sustain., vol. 2, no. November, p. 100007, 2020, doi: 10.1016/j.resenv.2020.100007.
E. Yates-Doerr, “Reworking the Social Determinants of Health: Responding to Material-Semiotic Indeterminacy in Public Health Interventions,” Med. Anthropol. Q., vol. 34, no. 3, pp. 378–397, 2020, doi: 10.1111/maq.12586.
J. van Hoof, H. R. Marston, J. K. Kazak, and T. Buffel, “Ten questions concerning age-friendly cities and communities and the built environment,” Build. Environ., vol. 199, no. April, p. 107922, 2021, doi: 10.1016/j.buildenv.2021.107922.
R. Zidny, J. Sjöström, and I. Eilks, “A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability,” Sci. Educ., vol. 29, no. 1, pp. 145–185, 2020, doi: 10.1007/s11191-019-00100-x.
R. Hill et al., “Working with indigenous, local and scientific knowledge in assessments of nature and nature’s linkages with people,” Curr. Opin. Environ. Sustain., vol. 43, no. January, pp. 8–20, 2020, doi: 10.1016/j.cosust.2019.12.006.
B. Wahono, P. L. Lin, and C. Y. Chang, “Evidence of STEM enactment effectiveness in Asian student learning outcomes,” Int. J. STEM Educ., vol. 7, no. 1, pp. 1–18, 2020, doi: 10.1186/s40594-020-00236-1.
S. P. W. Lubis, I. G. P. Suryadarma, Paidi, and B. E. Yanto, “The Effectiveness of Problem-based learning with Local Wisdom oriented to Socio-Scientific Issues,” Int. J. Instr., vol. 15, no. 2, pp. 455–472, 2022, doi: 10.29333/iji.2022.15225a.
S. Ramdiah, A. Abidinsyah, M. Royani, H. Husamah, and A. Fauzi, “South Kalimantan local wisdom-based biology learning model,” Eur. J. Educ. Res., vol. 9, no. 2, pp. 639–653, 2020, doi: 10.12973/eu-jer.9.2.639.
F. Hidayanto, Sriyono, and N. Ngazizah, “Pengembangan Modul Fisika SMA Berbasis Kearifan Lokal Untuk Mengoptimalkan Karakter Peserta Didik,” J. Berk. Pendidik. Fis., vol. 9, no. 1, p. 24, 2016, [Online]. Available: https://jurnal.umpwr.ac.id/index.php/radiasi/article/view/211
J. Yin, T. T. Goh, B. Yang, and Y. Xiaobin, “Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance,” J. Educ. Comput. Res., vol. 59, no. 1, pp. 154–177, 2021, doi: 10.1177/0735633120952067.
S. Cai, C. Liu, T. Wang, E. Liu, and J. C. Liang, “Effects of learning physics using Augmented Reality on students’ self-efficacy and conceptions of learning,” Br. J. Educ. Technol., vol. 52, no. 1, pp. 235–251, 2021, doi: 10.1111/bjet.13020.
S. Y. Chen and S. Y. Liu, “Using augmented reality to experiment with elements in a chemistry course,” Comput. Human Behav., vol. 111, p. 106418, 2020, doi: 10.1016/j.chb.2020.106418.
H. Ames, C. Glenton, and S. Lewin, “Purposive sampling in a qualitative evidence synthesis,” BMC Med. Res. Methodol., 2019.
S. Campbell et al., “Purposive sampling: complex or simple? Research case examples,” J. Res. Nurs., 2020, doi: 10.1177/1744987120927206.
R. Uspayanti, R. Butarbutar, Fredy, H. J. Hiskya, Sajriawati, and A. F. Ainani, “Local Wisdom and its Implication for Nature Conservation,” Rev. Int. Geogr. Educ. Online, vol. 11, no. 5, pp. 292–302, 2021, doi: 10.48047/rigeo.11/5/30.
P. Kumar et al., “Using empirical science education in schools to improve climate change literacy,” Renew. Sustain. Energy Rev., vol. 178, no. May 2022, p. 113232, 2023, doi: 10.1016/j.rser.2023.113232.
G. Pilania, “Machine learning in materials science: From explainable predictions to autonomous design,” Comput. Mater. Sci., vol. 193, 2021, doi: 10.1016/j.commatsci.2021.110360.
Z. Akimkhanova, K. Turekhanova, and G. P. Karwasz, “Interactive Games and Plays in Teaching Physics and Astronomy,” Educ. Sci., vol. 13, no. 4, pp. 1–22, 2023, doi: 10.3390/educsci13040393.
M. Monteiro and A. C. Martí, “Resource Letter MDS-1: Mobile devices and sensors for physics teaching,” Am. J. Phys., vol. 90, no. 5, pp. 328–343, 2022, doi: 10.1119/5.0073317.
A. Asrial, S. Syahrial, D. A. Kurniawan, and M. D. Zulkhi, “The Relationship Between the Application of E-Modules Based on Mangrove Forest Ecotourism on The Peace-Loving Character of Students,” J. Educ. Technol., vol. 5, no. 3, p. 331, 2021, doi: 10.23887/jet.v5i3.34043.
N. M. Anikarnisia and I. Wilujeng, “Need assessment of STEM education based based on local wisdom in junior high school,” J. Phys. Conf. Ser., vol. 1440, no. 1, pp. 0–6, 2020, doi: 10.1088/1742-6596/1440/1/012092.
H. Kurnio, A. Fekete, F. Naz, C. Norf, and R. Jüpner, “Resilience learning and indigenous knowledge of earthquake risk in Indonesia,” Int. J. Disaster Risk Reduct., vol. 62, p. 102423, 2021, doi: 10.1016/j.ijdrr.2021.102423.
R. Rumiati, R. D. Handayani, and I. K. Mahardika, “Analisis Konsep Fisika Energi Mekanik Pada Permainan Tradisional Egrang Sebagai Bahan Pembelajaran Fisika,” J. Pendidik. Fis., vol. 9, no. 2, p. 131, 2021, doi: 10.24127/jpf.v9i2.3570.
Copyright (c) 2024 Erna Wati, Josephat Kigo, Kullawat Inthaud
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Schrödinger: Journal of Physics Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.