Physics Teachers’ Perceptions of Pedagogical Competence and Conceptual Understanding in Ethnophysics-Integrated Collaborative Learning

Abstract

Physics education at the secondary level often faces challenges due to abstract concepts that seem disconnected from students’ daily lives. This study evaluated physics teachers’ competencies in implementing ethnophysics-integrated collaborative learning using an explanatory sequential mixed-methods design. A total of 30 teachers from 12 senior high schools in Tanjung Pandan participated. Data were collected through a validated TPACK questionnaire, cognitive tests (C2–C4), and semi-structured interviews. The findings reveal a clear “perception-reality gap.” While teachers reported high technological self-efficacy (Mean = 4.45) and strong classroom management skills, their cognitive performance declined at the analysis level (C4 = 68.50 %). Although most teachers (68 %) demonstrated scientific understanding, around 30 % still showed partial understanding or misconceptions when linking physics to local culture. The main weakness lies in didactic transposition, namely the ability to transform cultural knowledge into structured scientific content, which is limited by the lack of ethnophysics-based teaching resources. These results indicate that high digital literacy and positive self-perception do not necessarily reflect strong cognitive or instructional competence. Therefore, professional development programs should focus on applied TPACK-based training, particularly in scientific-cultural mapping, to bridge the gap between theoretical understanding and effective classroom implementation.