REDESIGNING CONTEXT-BASED PHYSICS INSTRUCTION USING THE STEM APPROACH TO THE MANDI KASAI TRADITION OF LUBUKLINGGAU AND IT’S IMPLICATIONS FOR LEARNING ASSESSMENT

Abstract

The problem is that the use of ethnoscience as a learning resource has not been optimized, so local traditions have not been scientifically reconstructed. In addition, the limited availability of contextual STEM assessment tools leaves teachers without clear guidance, making physics instruction less challenging. The objectives of this study are (a) to analyze physics concepts within the Mandi Kasai tradition, (b) to map the relationships between these concepts within the STEM (Science, Technology, Engineering, Mathematics) framework, and (c) to develop context-based learning assessments relevant to local culture. The method used was qualitative research with an ethnographic approach, involving observation, interviews with 3 physics teachers, 3 traditional leaders, and 4 community members who practice the tradition, as well as documentation and a literature review. Data analysis was conducted through the stages of reduction, presentation, and conclusion. The results of the study indicate that the mandi kasai tradition integrates various physics concepts such as heat, heat transfer, changes in the state of matter, and fluids. The resulting assessment is valid based on expert validation. A recommendation for future research is to develop an ethnoscience-based physics module.