Developing a Culturally Responsive Syntax for Physics Co-Curricular Activities: A Participatory Approach Integrating Local Wisdom
Keywords:
culturally responsive pedagogy; deep learning; local wisdom; participatory design; physics co-curricular activitiesAbstract
In recent years, increasing attention has been given to culturally responsive Science, Technology, Engineering and Mathematics education due to the need to connect scientific learning with students’ socio-cultural experiences. This study developed and validated MAGUSM (Minasa–Ada–Gau–Uki–Sabbi–Mabbarakka), a culturally responsive syntax for physics co-curricular activities that integrates Bugis–Makassar local wisdom through a participatory design approach. It addressed the underrepresentation of cultural perspectives in science education despite global demands for 21st-century competencies such as collaboration, critical thinking, creativity, and cultural awareness. Fourteen participants, prospective and in-service teachers and education practitioners, co-designed and refined the syntax through consensus-building, prototyping, focus group discussions (FGDs), and laboratory trials. Data were collected using validation sheets and analyzed with Aiken’s V, supported by thematic analysis of interviews and observations. Results indicated that MAGUSM is valid and feasible, with all components rated “very feasible” (mean Aiken’s V = 0.87). Scores improved across syntax stages from FGD I to FGD II, particularly in the Gau stage. Integrating a’bulo sibatang (collective solidarity) enhanced collaboration, minimized conflict, and increased motivation by linking physics concepts with cultural practices. The syntax operationalized deep learning through understanding (Minasa–Ada), application (Gau–Sabbi–Uki), and reflection (Mabbarakka). Theoretically, this study extends deep learning pedagogy with cultural dimensions, while practically offering a replicable framework for fostering 21st-century skills despite limitations in sample size and laboratory scope.
https://doi.org/10.26803/ijlter.25.6.16
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