Strategies of Physics Learning Based on Traditional Games in Senior High Schools during the Covid-19 Pandemic

Abstract

Physics learning during the Covid-19 pandemic must still be done so that students can still get physics intake. This phenomenological research aims to explore physics teacher strategies in conducting traditional game-based learning in senior high schools during the Covid-19 pandemic. The research data was collected through in-depth interviews with 10 physics teachers from five senior high schools in Yogyakarta. The ten participants were taken using the purposive sampling technique. The data analysis used analytic reduction which started with identifying important statements from the interview results, determining the core theme, and interpreting the physics learning strategy essence. The research results found that traditional game-based physics learning was carried out using contextual, inquiry, project, and problem-based learning models. The physics material is integrated into traditional games which include tulup, benthik, bekelan, sulamanda, egrang, sekongan, jeblugan, and gobak sodor. Physics learning evaluation is carried out by assessing assignments, performance, presentations, tests, and the results of making students' traditional games. Traditional game-based physics learning is done through distance learning applications such as Zoom, Google Meet, Google Classroom, Google Mail, and WhatsApp. Supporting factors for learning physics based on traditional games include efficient learning, learning can be done anywhere, and students can explore their abilities widely. Inhibiting factors for learning physics based on traditional games include unstable internet networks, students’ different abilities, and never done distance learning. The physics teacher’s competence, the student’s abilities, and the facilities availability are the main factors in determining the learning physics success based on traditional games during the Covid-19 pandemic.

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“…Then the results of previous research found that traditional game-based physics learning was carried out using contextual, inquiry, project and problem-based learning models [32]. Previous research also found that the game-based learning group had the best performance among the three groups, followed by the educational video group, and the conventional learning group with the worst performance [33], [34].…”

Light Wars: An Interactive Game-Based Sim Towards A Better Understanding of Interference and Diffraction in Senior High School

“…In this similar study, teachers were also encouraged to design and develop other game-based activities related to light and sound concepts and include them in their lessons. In the study of Putranta et al, (2021), the integration of traditional game-based physics learning was found to be effective because of the contextual learning and problembased learning models that support and maximize their abilities widely. In the study of Kuo et al, (2023), it was found that in all groups of students, game-based learning and scaffolding perceived similar levels of engagement, engrossment, and total immersion.…”

Role of Digitalization: Why Game-Based Learning Important During the COVID-19 Pandemic?

“…Teachers can evaluate directly during the game. This method makes learning more lively and dynamic and fosters a sense of comfort, fun, and enthusiasm in students while learning (Daud et al, 2021;Khoirani et al, 2021;Putranta et al, 2021;Pratama & Waskitoningtyas, 2020).…”