Efektivitas Penerapan Problem Based Learning (PBL) Berbasis Etnofisika dalam Meningkatkan Pemahaman Konsep pada Pembelajaran Kesetimbangan Benda Tegar di SMA Kartika XIX Bandung

Abstract

Low conceptual understanding of rigid body equilibrium is a persistent challenge in high school physics education, frequently attributed to teacher-centered instructional approaches and the absence of contextually meaningful learning experiences. Although prior studies have explored Problem Based Learning (PBL) and local wisdom-based approaches in isolation, empirical evidence examining the integrated effectiveness of ethnophysics-based PBL—particularly through the traditional game of engklek—on this topic remains scarce. This study aimed to investigate the effectiveness of an ethnophysics-based PBL model in improving students' conceptual understanding of rigid body equilibrium and to examine their responses toward the model. A quasi-experimental design with a Non-equivalent Control Group was employed. The experimental class received ethnophysics-based PBL instruction, while the control class followed conventional PBL. Conceptual understanding was assessed using a reasoned multiple-choice test and analyzed through normalized gain (N-gain), independent samples t-test, and effect size (Cohen's d); student responses were analyzed descriptively. The experimental class achieved a mean N-gain of 0.661 (moderate category), significantly higher than the control class at 0.293 (low category), with a t-test significance value of 0.000 and an effect size of 1.858 (very large category). Student responses fell in the high category with a mean score of 3.90. These findings provide empirical evidence that the ethnophysics-based PBL model effectively enhances students' conceptual understanding of rigid body equilibrium and offers a promising, contextually grounded instructional alternative for secondary physics education.