ABSTRACT
Professional development of Pedagogical Content Knowledge (PCK) is the key to success in improving teaching and learning quality. With the view of indigenous science at the forefront, the diversity of culture and local science should be considered for any teachers’ education and training program. This study investigates the effectiveness of a culture-based physics teachers’ education and training program. This quasi-experimental research using one pretest-posttest design group involved twenty physics teachers in the conference of physics teachers (MGMP) in one of the regencies in the province of East Nusa Tenggara (NTT). The content, pedagogy, and cultural knowledge data were collected using an observation sheet focused on the participant’s learning activities and an observation sheet focused on training model implementation. The data of content, pedagogy, and cultural knowledge were analyzed using descriptive and inferential statistics from the one-sample t-test and the Wilcoxon test. When the data of the observations were analyzed using descriptive statistics, it showed that physics teachers’ content knowledge was increased by 0,57, pedagogy knowledge was increased by 0,54, and cultural knowledge was increased by 0,38 of n-gain. The results of statistical tests showed that there were significant differences in the achievement of content, pedagogy, and cultural knowledge before and after the implementation of the culture-based physics teachers’ education and training program.
