LOCAL INSTRUCTIONAL THEORY KINEMATIKA MENGGUNAKAN KONTEKS PERMAINAN GUNDU UNTUK MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA CALON GURU SEKOLAH DASAR

AFRIDHA SESRITA, . (2025) LOCAL INSTRUCTIONAL THEORY KINEMATIKA MENGGUNAKAN KONTEKS PERMAINAN GUNDU UNTUK MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA CALON GURU SEKOLAH DASAR. Post-Doctoral thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menghasilkan desain Local Instructional Theory (LIT) materi kinematika menggunakan konteks permainan tradisional gundu melalui pendekatan etnofisika pada mahasiswa calon guru SD di Bogor. Penelitian dilatarbelakangi oleh rendahnya pemahaman konseptual mahasiswa pada materi kinematika yang masih bersifat intuitif dan belum mampu menghubungkan konsep fisika dengan pengalaman nyata. Penelitian menggunakan pendekatan design research dengan perspektif Gravemeijer & Cobb yang terdiri atas tiga tahap utama, yaitu preparing for the experiment, teaching experiment, dan retrospective analysis. Tahap awal penelitian dilakukan melalui analisis learning ecology yang meliputi analisis karakteristik mahasiswa, analisis konteks budaya, analisis materi kinematika, analisis lingkungan pembelajaran, serta telaah literatur sebagai dasar penyusunan Hypothetical Learning Trajectory (HLT). Pada tahap teaching experiment, penelitian dilaksanakan melalui tiga siklus implementasi HLT secara bertahap. Implementasi HLT 1 dan HLT 2 dilakukan pada kelompok kecil yang masing-masing terdiri atas enam mahasiswa heterogen, sedangkan implementasi HLT 3 dilakukan pada kelas sesungguhnya yang melibatkan 30 mahasiswa calon guru SD. Data penelitian diperoleh melalui observasi, catatan lapangan, rekaman video, wawancara mendalam, hasil jawaban LKM, dokumentasi pembelajaran, serta hasil pretest dan posttest. Analisis data dilakukan secara kualitatif dan kuantitatif untuk melihat perkembangan lintasan belajar mahasiswa Actual Learning Trajectory (ALT), keselarasan antara HLT dan ALT, serta efektivitas desain pembelajaran yang dikembangkan. Hasil penelitian menunjukkan bahwa pembelajaran menggunakan konteks permainan tradisional gundu melalui pendekatan etnofisika mampu membantu mahasiswa membangun pemahaman konsep kinematika secara bertahap dari pemahaman intuitif menuju konseptual formal. Mahasiswa menunjukkan perkembangan kemampuan dalam memahami konsep posisi, jarak, perpindahan, kelajuan, kecepatan, percepatan, GLB, dan GLBB melalui aktivitas eksplorasi, pengukuran, visualisasi, refleksi, dan diskusi kelas. Proses revisi desain secara iteratif menghasilkan penyempurnaan pada struktur aktivitas, penyederhanaan instruksi, penguatan informasi pendukung, penggunaan tabel refleksi, serta pengintegrasian diskusi kelas sebagai proses formalisasi konsep. Hasil implementasi HLT 3 menunjukkan bahwa keselarasan antara HLT dan ALT semakin stabil dan dapat direplikasi pada konteks kelas yang lebih luas. Peningkatan pemahaman konsep mahasiswa juga terlihat dari perubahan kualitas jawaban mahasiswa serta meningkatnya hasil posttest dibandingkan pretest. Penelitian ini menghasilkan Local Instructional Theory (LIT) yang menjelaskan bagaimana mahasiswa calon guru SD membangun pemahaman konsep kinematika melalui konteks permainan tradisional gundu secara bertahap melalui pengalaman konkret, interaksi sosial, visualisasi, refleksi, dan scaffolding konseptual. Struktur akhir LIT menunjukkan bahwa konteks budaya lokal dapat berfungsi sebagai jembatan menuju pemahaman konsep ilmiah yang lebih bermakna. Penelitian ini memberikan kontribusi teoritis terhadap pengembangan pembelajaran fisika berbasis budaya lokal serta memberikan rekomendasi pengembangan pembelajaran konseptual yang kontekstual, reflektif, dan berbasis pengalaman bagi mahasiswa calon guru SD. ***** This study aims to develop a Local Instructional Theory (LIT) for kinematics using the context of the traditional game of gundu through an ethnophysics approach among prospective elementary school teachers in Bogor. The study was motivated by the students’ low conceptual understanding of kinematics, which remains intuitive and fails to connect physics concepts with real-world experiences. The study employs a design research approach based on the perspectives of Koeno Gravemeijer and Paul Cobb, consisting of three main stages: preparing for the experiment, the teaching experiment, and retrospective analysis. The initial stage of the research was conducted through an analysis of the learning ecology, which included an analysis of student characteristics, an analysis of the cultural context, an analysis of kinematics material, an analysis of the learning environment, and a literature review as the basis for developing the Hypothetical Learning Trajectory (HLT). During the teaching experiment phase, the study was conducted through three cycles of HLT implementation carried out in stages. HLT 1 and HLT 2 were implemented in small groups, each consisting of six students from diverse backgrounds, while HLT 3 was implemented in a real classroom setting involving 30 prospective elementary school teachers. Research data were obtained through observation, field notes, video recordings, in-depth interviews, LKM response results, learning documentation, as well as pretest and posttest results. Data analysis was conducted qualitatively and quantitatively to examine the development of students’ learning trajectories Actual Learning Trajectory ( ALT), the alignment between HLT and ALT, and the effectiveness of the developed instructional design. The results of the study indicate that learning through the context of the traditional game of gundu using an ethnophysics approach can help students gradually develop an understanding of kinematic concepts, progressing from intuitive understanding to formal conceptual understanding. Students demonstrated progress in understanding the concepts of position, distance, displacement, velocity, speed, acceleration, uniform linear motion (ULM), and uniformly accelerated linear motion (UALM) through exploration, measurement, visualization, reflection, and class discussion activities. An iterative design revision process resulted in improvements to the activity structure, simplified instructions, strengthened supporting information, the use of reflection tables, and the integration of class discussions as a process for conceptual formalization. The results of the HLT 3 implementation indicate that the alignment between HLT and ALT is becoming more stable and can be replicated in broader classroom contexts. Improvements in students’ conceptual understanding are also evident from changes in the quality of their responses and higher posttest scores compared to pretest scores. The research results indicate that learning using the context of the traditional gundu game through an ethnophysics approach is able to help students build an understanding of kinematic concepts gradually, from intuitive understanding toward formal conceptual understanding. This study produced a Local Instructional Theory (LIT) that explains how prospective elementary school teachers build an understanding of kinematic concepts through the context of the traditional gundu game in a gradual manner via concrete experiences, social interaction, visualization, reflection, and conceptual scaffolding. The final structure of the LIT indicates that local cultural contexts can serve as a bridge toward a more meaningful understanding of scientific concepts. This study makes a theoretical contribution to the development of physics learning based on local culture and provides recommendations for the development of contextual, reflective, and experience-based conceptual learning for elementary school teacher candidates.

Item Type:	Thesis (Post-Doctoral)
Additional Information:	1). Prof. Dr. I Made Astra, M.Si. ; 2). Prof. Dr. Edwita, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Pendidikan Dasar > Pendidikan Anak Sains > Sains, Ilmu Pengetahuan Alam
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	Afridha Sesrita .
Date Deposited:	18 Aug 2026 10:31
Last Modified:	18 Aug 2026 10:31
URI:	http://repository.unj.ac.id/id/eprint/71160

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