TIPOLOGI MENGAJAR GURU FISIKA SMA/MA DALAM PANDANGAN MAHASISWA PENDIDIKAN FISIKA

Wylla Agustiningrum, NIM.: 22104050022 (2026) TIPOLOGI MENGAJAR GURU FISIKA SMA/MA DALAM PANDANGAN MAHASISWA PENDIDIKAN FISIKA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Physics teacher teaching typology is a teacher's pattern or tendency in implementing physics learning in the classroom. This typology reflects the teacher's way of delivering material, interacting with students, and guiding the learning process. Physics Education students as prospective teachers have learning experiences that can be used to describe the teaching typology of physics teachers in high schools. This study aims to map the teaching typology of high school physics teachers from the perspective of Physics Education students of the 2025 class of Sunan Kalijaga State Islamic University, Yogyakarta. This study used a quantitative descriptive method with a survey design. The study population was all 36 Physics Education students of UIN Sunan Kalijaga Yogyakarta, class of 2025, and all were sampled using a saturated sampling technique. The research instrument was a Likert-scale questionnaire developed based on four teaching typologies: teacher-centered, student-centered, inquirybased, and demonstration-oriented. Data were analyzed using descriptive statistics in the form of percentages and average scores. The results of the study indicate that the most dominant teaching typology of high school physics teachers based on the views of Physics Education students is inquiry-based with a percentage of 41,67%, followed by student-centered at 33,33%, teacher-centered at 13,89%, demonstration-oriented at 5,56%, and there is a finding of a mix typology of 5,56% which is a combination of teacher-centered and demonstration-oriented. These findings indicate that physics learning in high school tends to lead to a more active and student-centered approach through investigation, discussion, and concept discovery activities. However, the teachercentered approach is still used in certain situations, while the use of demonstrations in physics learning is not optimal. Based on these results, it can be concluded that the dominant teaching typology of high school physics teachers is inquiry-based.

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