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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) · pp. 61–71

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

Abstract

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.

Keywords

Collaboration network of the authors

25 authors · 82 co-authorship links · 1 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sriwijaya University
  • Indonesia University of Education
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Leni MarlinaAffiliation unknown3
Meilinda MeilindaIndonesia University of Education3
Nyimas AisyahSriwijaya University3
Jaidan JauhariAffiliation unknown2
Sary SilvhianyAffiliation unknown2
Cecil HiltrimartinAffiliation unknown2
Gede Mudita Edi PutraAffiliation unknown1
Sariya MelatiAffiliation unknown1
Wahyu Indra BayuAffiliation unknown1
Hapizah HapizahAffiliation unknown1
Ratu Ilma Indra PutriAffiliation unknown1
Zulkardi ZulkardiAffiliation unknown1
Mardiah AfifaAffiliation unknown1
Anisya Sefina PuteriAffiliation unknown1
Zainuddin NawawiSriwijaya University1
Sukemi SukemiAffiliation unknown1
Meily P AgustiniAffiliation unknown1
Muhammad Rama AlmafieAffiliation unknown1
Yuda Prasetya NugrahaAffiliation unknown1
Meutia Kamilatun Nuha Ap IdjanAffiliation unknown1
Meuretta Alawiyah PulunganAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ejournal.radenintan.ac.id/index.php/al-biruni/oai, first harvested 9 Nov 2026, last seen 9 Nov 2026.
Original metadata (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>