INTEGRATING BIOMECHANICS AND HUMAN PHYSIOLOGY CONCEPTS INTO THE HOMBO BATU TRADITION OF SOUTH NIAS FOR INTEGRATED SCIENCE EDUCATION
Abstract
This study aimed to develop and evaluate the effectiveness of a Problem-Based Learning (PBL) model integrated with the local wisdom of South Nias, known as Hombo Batu (traditional stone jumping), in enhancing secondary school students' scientific attitudes and physics problem-solving abilities. The study employed a Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) framework and was conducted in South Nias Regency, North Sumatra, Indonesia. The developed instructional materials, comprising a model book, teacher's guide, student book, and ethnophysics-based student worksheets, were subjected to expert validation and field testing. The effectiveness of the model was evaluated through a quasi-experimental pretest–posttest control group design involving 68 junior high school students, divided equally into experimental and control groups. Data were analyzed using normalized gain (N-gain) and Multivariate Analysis of Variance (MANOVA). The results indicated that the developed instructional materials achieved a high validity score of 93.6%. Regarding physics problem-solving abilities, the experimental group attained an N-gain of 0.73, classified as high, compared with 0.41, classified as moderate, in the control group. Furthermore, the experimental group achieved a mean scientific attitude score of 86.50%, indicating a very high category. MANOVA results revealed a statistically significant multivariate difference between the experimental and control groups in the combined outcome variables (p < 0.001). These findings demonstrate that integrating Hombo Batu ethnoscience into the PBL framework provides a promising pedagogical approach for connecting indigenous cultural knowledge with abstract physics concepts. The developed model supports contextualized scientific learning while promoting physics problem-solving abilities and positive scientific attitudes. This study highlights the potential of indigenous local wisdom as a meaningful foundation for developing culturally responsive and contextually relevant physics educationReferences
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