TEACHERS LEARNING COMMUNITY
3.3 The local culture that can be integrated into physics learning
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Magnusson, Krajcik & Borko, 1999), and PCK is an intersection of content, pedagogy, and culture knowledge (Van Driel, Verloop & De Vos, 1998; Baxter & Lederman, 1999; Loughran, Berry & Mulhall, 2006; Krauss, et al., 2008; Park & Oliver, 2008; Park, et al., 2010; Park & Chen, 2012 ), each content, pedagogy, and culture knowledge did not directly unite the teachers’ PCK. PCK has not been structured in teacher knowledge and is described as an intersection of subject matter, pedagogy, and context (Gess-Newsome, 1999; Rollnick, et al., 2008). When teachers do their teaching activities in classroom, the each PCK components are only integrated when teachers need to create effective learning in the classroom. The content, pedagogy, and culture knowledge develop independently and can be integrated at a later stage. However, teachers may never see the importance of an integration of this knowledge and they are less prepared to integrate the PCK components.
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Pasola accords to the concept of the dynamics of particle motion. The motion of sola is associated with the cause of motion, like initial velocity of the running horses.
2. The traditional Alornese use bows and arrows for hunting tools and war. Teachers also can explain the working principle of the bow and arrow using the action-reaction law.
3. Kela koti or traditional spinning top of Endenese has the rhombus shaped with hibiscus rope wrapped around the neck of it. The concept of rotation can be applied in this traditional game.
4. Enene, is a welcoming dance from Lamaholot ethnic group, East Flores. This traditional dance requires skills to rotate the umbrella. Its aesthetics can be explained using the concept of rotational motion and rotation of rigid body equilibrium.
5. Ammu hawu timber panels (traditional house of Sabunese) are not placed/planted into the ground but deliberately resting on a rock. The meeting point of the panels and rocks causing friction force. Friction force is determined by the coefficient of friction and the normal force.
3.3.3 Temperature, heat, and heat transfer
1. Tatobi, a series of activities aimed to warm postpartum mother in rooms where there is a fireplace. It is a smoke tradition to support the recovery process and maintain the physical condition as it was before pregnancy. This ritual is relevant to the concept of temperature, heat, and heat transfer in physics.
2. Mbaru niang, a traditional house of Wae Rebo village. The village is often wrapped in fog and cloud with extremely cold temperatures. There are 5 floors with a height of about 15 m, with a cone-shaped roof. The unique roof function of Mbaru niang can be assessed by heat transfer.
3. Moke, a traditional beverage, symbol of brotherhood and unity of Ngadanese is made of Borassus flabellifer and Arenga pinnata fruits fermentation. This beverage is made traditionally which involves the concept of temperature, heat, and heat transfer in the making process.
3.3.4 Work and energy
The Tengi watu ceremony is a traditional way of moving large stones for tombs of Sumbanese is known. This tengi watu use work and energy concepts, especially simple machine. The stone is estimated to weight 40-70 tons and measure 5x4x1m. Stone blocks are usually made at a location farther away from the final location (traditional villages) which is generally located on the hilltop.
3.3.5 Sound waves
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Sasando is a traditional string instrument from Rote Island. The Sasando main part is a bamboo tube that serves as the frame of the instrument. There are several wooden pieces surrounding the tube serving as wedges where the strings are stretched from the top to the bottom. Its function is to hold the strings higher than the tube surface as well as to produce various lengths of strings to create different musical notations. Foy doa and foy pay comes from Ngada. Foy doa is a double flute of small bamboo.
The local people of NTT’s peculiarities of principles, customs, beliefs, views of natural phenomena and events in everyday life with unique traits potentially can be integrated into physics learning. The integration is expected to help students understand physics as a modern science through contextual learning activities and culture as their prior knowledge.
4 CONCLUSION
The culture-based teachers’ education and training program support the improvement of PCK, especially pedagogy knowledge that gives effect to the improvement of teachers’ PCK. Recently modern learning theories combine cultural roles and other factors in the experience of how individuals build understanding and develop their abilities. The integration of cultural approach into education and learning is appropriate for a pluralistic country such as Indonesia. PCK needs to be viewed as an understanding and application of teachers on how to help a group of students understand certain subject matter using multiple learning, representation, and assessment strategies, using contextual, cultural, and social restrictions in students learning environment. The four types of PCK shows the contextual and cultural knowledge are also important consideration in determining teaching strategies and how to understand students’ thinking, beside subject matter or content and pedagogy knowledge.
Contextual and cultural knowledge are also components that influence PCK and become important consideration of teachers in determining learning strategies.
ACKNOWLEDGEMENTS
This research received no specific grant from any funding agency in the public, commercial, or not-for profit sectors.
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