Exploring The Potential of the Physical Characteristics of Coastal Well Water in Majene Regency as a Context for High School Physics Learning: A Preliminary Study and Needs Analysis

Sulfianty Sulfianty; Juniar Rasyid; Nurul Amalia Aris; Mawardi Jalil Masri; Nurvadillah Angraini; Nurhandayani Nurhandayani

doi:10.26877/lpt.v5i2.909

Authors

Sulfianty Sulfianty Department of Physics Education, STKIP Darud Da'wah Wal Irsyad Pinrang Author https://orcid.org/0009-0004-1643-4409
Juniar Rasyid Department of Physics Education, STKIP Darur Da'wah Wal Irsyad Pinrang Author https://orcid.org/0009-0000-1406-3078
Nurul Amalia Aris Department of Physics Education, STKIP Darur Da'wah Wal Irsyad Pinrang Author https://orcid.org/0009-0004-5461-2771
Mawardi Jalil Masri Department of Physics Education, STKIP Darur Da'wah Wal Irsyad Pinrang Author https://orcid.org/0009-0002-7826-7971
Nurvadillah Angraini Department of Physics Education, STKIP Darur Da'wah Wal Irsyad Pinrang Author https://orcid.org/0009-0002-5472-3442
Nurhandayani Nurhandayani Department of Physics Education, STKIP Darur Da'wah Wal Irsyad Pinrang Author https://orcid.org/0009-0004-9531-6610

DOI:

https://doi.org/10.26877/lpt.v5i2.909

Keywords:

coastal well water, fluid mechanics, place-based education

Abstract

Physics is often perceived by students as abstract and detached from everyday experience, a recurring concern in physics education literature. Place-based learning and ethnoscience approaches, using local phenomena to connect science with students' lived experience, have been recommended to address this issue. This preliminary needs-analysis study identifies the potential of coastal well water phenomena in Majene Regency as an authentic context for fluid mechanics, while mapping misconceptions, interest, and teacher needs for contextual materials. A mixed-methods approach followed the first two stages of the Model of Educational Reconstruction (MER): content analysis and investigation of student and teacher perspectives. Data were collected from 42 Grade 11 students at SMAN 3 Majene using a Three-Tier Diagnostic Test and an interest questionnaire, and from 5 physics teachers via a needs-analysis questionnaire, with ethical approval and informed consent. Instruments were expert-validated (Aiken's V = 0.73; KR-20 = 0.78; Cronbach's alpha = 0.82). Results show coastal well water phenomena relate directly to four core concepts density, hydrostatic pressure, Archimedes' principle, and discharge-continuity and students hold significant misconceptions, particularly on Archimedes' principle (69.05%). General interest in physics was low, but interest in locally contextualized learning was high, and all teachers reported urgent need for contextual materials. This study fills a gap in place-based physics education literature in coastal West Sulawesi and yields a preliminary concept map as a foundation for contextual teaching materials, applicable locally and transferable elsewhere.

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