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Bridging Teacher–Student Perspectives for Differentiated Ethno-STEM Physics Instruction on Climate Change

JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI · Vol. 15 No. 1 (2026) · hlm. 61–71

DOI
10.24042/jipfalbiruni.v15i1.30792
ISSN
2503-023X, 2303-1832
Terbit
2026-06-30
Penerbit
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Climate change education requires physics instruction that connects scientific concepts with learners’ local experiences while accommodating diverse learning needs. However, differentiated instructional resources that integrate local ecological knowledge remain limited, particularly in South Sumatra. This study investigated teacher and student needs to inform the development of differentiated Ethno-STEM physics instructional materials for climate change learning. A quantitative descriptive needs analysis was conducted involving 988 senior high school students and 68 physics teachers from 13 districts and municipalities in South Sumatra. Data were collected through structured questionnaires and analyzed using descriptive statistics. The findings revealed a strong demand for multimodal process differentiation, with teachers emphasizing the need for structured visual, auditory, and kinesthetic learning pathways, while students showed the strongest preference for experiential learning activities. The analysis also identified notable discrepancies between teachers’ perceptions of the instructional relevance of local wisdom and students’ familiarity with these cultural practices. Teachers further reported challenges related to instructional time, technical guidance, and variations in student readiness. These findings highlight the need for instructional materials that combine multimodal differentiation with culturally meaningful learning experiences. The study provides an empirical foundation for designing differentiated Ethno-STEM physics resources that better align classroom instruction with learner diversity, local ecological contexts, and climate change education.

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  • Sriwijaya University
  • Sekolah Tinggi Ilmu Kesehatan Tamalatea Makassar
  • Universitas Halu Oleo
  • National Research and Innovation Agency
  • Sekolah Tinggi Agama Islam Negeri Majene
  • Institut Agama Islam Negeri Sorong
  • Mulawarman University
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Rekan penulisOrganisasiArtikel bersama
Leni MarlinaSriwijaya University3
Nyimas AisyahSriwijaya University3
Mega KurniaSriwijaya University2
Jaidan JauhariSriwijaya University2
Meilinda MeilindaSriwijaya University2
Sary SilvhianySriwijaya University2
Cecil HiltrimartinSriwijaya University2
Muhamad MuhdarMulawarman University1
Mohamad NasirRadboud University Nijmegen1
Latief SahidinUniversitas Halu Oleo1
Lambertus LambertusUniversitas Halu Oleo1
Kadir KadirUniversitas Halu Oleo1
Sukirno KasauSekolah Tinggi Ilmu Kesehatan Tamalatea Makassar1
Diana Mirza TogubuSekolah Tinggi Ilmu Kesehatan Tamalatea Makassar1
Hasmah HasmahSekolah Tinggi Ilmu Kesehatan Tamalatea Makassar1
Muh. Ilyas NurSekolah Tinggi Ilmu Kesehatan Tamalatea Makassar1
Sandrawati SandrawatiKhairun University1
Effendi EffendiSriwijaya University1
Ketang WiyonoSriwijaya University1
Basman BasmanSekolah Tinggi Agama Islam Negeri Majene1
St. AflahahNational Research and Innovation Agency1
Sitti ArafahNational Research and Innovation Agency1
Khaerun NisaNational Research and Innovation Agency1
Ahmad Ridhai AzisSekolah Tinggi Agama Islam Negeri Majene1
Kiki Ayu WinarniSriwijaya University1
Yasir YasirAfiliasi tidak diketahui1
Yulidar YulidarAfiliasi tidak diketahui1
Veny WilyaAfiliasi tidak diketahui1
Ketang WiyonoSriwijaya University1
IsmetSriwijaya University1
Kistiono Kistiono Kistiono KistionoAfiliasi tidak diketahui1
Sariya Melati Sariya MelatiSriwijaya University1
Gede Mudita Edi PutraSriwijaya University1
Sariya MelatiAfiliasi tidak diketahui1
Mardiah AfifaSriwijaya University1
Meilinda MeilindaSriwijaya University1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ejournal.radenintan.ac.id/index.php/al-biruni/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Bridging Teacher–Student Perspectives for Differentiated Ethno-STEM Physics Instruction on Climate Change</dc:title>
	<dc:creator xml:lang="en">Rosdiana, Rosdiana</dc:creator>
	<dc:creator xml:lang="en">Sriyanti, Ida </dc:creator>
	<dc:creator xml:lang="en">Ismet, Ismet</dc:creator>
	<dc:creator xml:lang="en">Akhsan, Hamdi Akhsan</dc:creator>
	<dc:subject xml:lang="en">Climate change education</dc:subject>
	<dc:subject xml:lang="en">Ethno-STEM</dc:subject>
	<dc:subject xml:lang="en">Multimodal process differentiation</dc:subject>
	<dc:subject xml:lang="en">Needs analysis</dc:subject>
	<dc:subject xml:lang="en">South Sumatra</dc:subject>
	<dc:description xml:lang="en">Climate change education requires physics instruction that connects scientific concepts with learners’ local experiences while accommodating diverse learning needs. However, differentiated instructional resources that integrate local ecological knowledge remain limited, particularly in South Sumatra. This study investigated teacher and student needs to inform the development of differentiated Ethno-STEM physics instructional materials for climate change learning. A quantitative descriptive needs analysis was conducted involving 988 senior high school students and 68 physics teachers from 13 districts and municipalities in South Sumatra. Data were collected through structured questionnaires and analyzed using descriptive statistics. The findings revealed a strong demand for multimodal process differentiation, with teachers emphasizing the need for structured visual, auditory, and kinesthetic learning pathways, while students showed the strongest preference for experiential learning activities. The analysis also identified notable discrepancies between teachers’ perceptions of the instructional relevance of local wisdom and students’ familiarity with these cultural practices. Teachers further reported challenges related to instructional time, technical guidance, and variations in student readiness. These findings highlight the need for instructional materials that combine multimodal differentiation with culturally meaningful learning experiences. The study provides an empirical foundation for designing differentiated Ethno-STEM physics resources that better align classroom instruction with learner diversity, local ecological contexts, and climate change education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Islam Negeri Raden Intan Lampung, Indonesia</dc:publisher>
	<dc:date>2026-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ejournal.radenintan.ac.id/index.php/al-biruni/article/view/30792</dc:identifier>
	<dc:identifier>10.24042/jipfalbiruni.v15i1.30792</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Pendidikan Fisika Al-Biruni; Vol. 15 No. 1 (2026): Jurnal Ilmiah Pendidikan Fisika Al-Biruni; 61-71</dc:source>
	<dc:source xml:lang="id">Jurnal Ilmiah Pendidikan Fisika Al-Biruni; Vol 15 No 1 (2026): Jurnal Ilmiah Pendidikan Fisika Al-Biruni; 61-71</dc:source>
	<dc:source>2503-023X</dc:source>
	<dc:source>2303-1832</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ejournal.radenintan.ac.id/index.php/al-biruni/article/view/30792/11156</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Physics Education Department, UIN Raden Intan Lampung, Indonesia</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>